<![CDATA[Perkembangan teknologi artificial intelligence (AI) di era digital menuntut mahasiswa untuk memiliki literasi AI yang memadai agar dapat memahami, menggunakan, dan mengevaluasi AI secara kritis serta etis. Salah satu faktor psikologis yang diasumsikan berperan dalam pembentukan literasi AI adalah growth mindset. Penelitian ini bertujuan untuk mengkaji keterkaitan antara growth mindset dan literasi AI pada mahasiswa yang aktif mengikuti proses belajar mengajar di perguruan tinggi di Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional non-eksperimental dan cross-sectional. Partisipan berjumlah 112 mahasiswa aktif yang dipilih melalui teknik convenience sampling. Analisis data dilakukan menggunakan uji korelasi Spearman's Rank-Order dan regresi linear. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara growth mindset dan literasi AI (r = 0,502; p < 0,01) Growth mindset berkorelasi positif dengan seluruh tujuh dimensi literasi AI, dengan korelasi tertinggi pada dimensi berpikir kritis (r = 0,473), diikuti keterampilan kognitif, moralitas, keterampilan aplikasi, perceived usefulness, dan perceived ease of use. Analisis regresi menunjukkan bahwa growth mindset memberikan kontribusi sebesar 29,1% terhadap literasi AI (R² = 0,291; p < 0,001). Temuan ini menegaskan bahwa growth mindset berperan penting dalam membentuk kesiapan kognitif, sikap etis, dan perilaku mahasiswa dalam memahami serta memanfaatkan teknologi AI secara kritis dan bertanggung jawab. Kata Kunci: growth mindset, literasi AI, mahasiswa aktif, Abstract The development of artificial intelligence (AI) technology in the digital era requires students to have AI literacy that is capable of understanding, using, and listening to AI critically and ethically. One of the psychological factors that begins in the formation of AI literacy is growth mindset. This study aims to examine the relationship between growth mindset and AI literacy in students who actively participate in the teaching and learning process at universities in Indonesia. The study used a quantitative approach with a non-experimental correlational and cross-sectional design. Participants were 112 active students selected through convenience sampling techniques. Data analysis was carried out using Spearman's Rank-Order correlation test and linear regression. The results showed a significant positive relationship between growth mindset and AI literacy (r = 0.502; p < 0.01). Growth mindset collected positive with all seven dimensions of AI literacy, with the highest correlation in the critical thinking dimension (r = 0.473), followed by cognitive skills, morality, application skills, perceived usefulness, and perceived ease of use. Regression analysis showed that growth mindset contributed 29.1% to AI literacy (R² = 0.291; p < 0.001). This finding confirms that growth mindset plays a crucial role in shaping students' cognitive readiness, ethical attitudes, and behaviors in understanding and utilizing AI technology critically and responsibly. Keywords: growth mindset, AI literations, active college student]]>
