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Herman Philips Dolonseda
Universitas Negeri Manado
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Social Sciences Other

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Students' 21st-Century Economic Competencies in The Digital Age : Exploring The Interplay Between Artificial Intelligence, Augmented Reality, and Learning Engagement Winokan, Amsje Norma; Arsana, I Kadek Satria; Dame, Joubert Mandri; Dolonseda, Herman Philips
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 3 (2025): September
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i3.16875

Abstract

This study aims to analyze the effect of Artificial Intelligence (AI) and Augmented Reality (AR) on high school students' 21st century economic competencies with learning engagement as a mediating variable. Using a quantitative approach with an explanatory survey design, the study involved 358 public high school students in Bitung City selected through proportional stratified random sampling. Data were collected using a 5-point Likert scale questionnaire and analyzed by Structural Equation Modeling based on Partial Least Squares (SEM-PLS) through SmartPLS 4. Results showed that AI (β = 0.364, p < 0.001) and AR (β = 0.498, p < 0.001) significantly influenced learning engagement, which in turn influenced 21st century economic competence (β = 0.654, p < 0.001). Learning engagement partially mediated the AI-competence (β = 0.238) and AR-competence (β = 0.326) relationships. The model explained 51.5% of learning engagement variance and 42.8% of 21st century economic competence variance. The findings resulted in a dual-technology competency development framework that integrates dual technology capabilities through direct and mediated pathways. Research implications emphasize the importance of differentiated learning technology implementation and teacher training that is responsive to the needs of AI-AR integration. The synergistic integration of AI and AR is proven to be a transformative catalyst in shaping students' competencies in the digital era.
Co-Authors Afnita, Vinda Agsel Lendongan Agsel Lendongan Allen A Ch Manongko Allen A. CH. Manongko Amsje Winokan Antehang, Sindi Arter Songgigilan Brigita Walingkas Chyntia Tulung Cikita A.V Tokio Dhea Jessica Sendiang Dhea Jessica Sendiang Edwin Wantah Erric Kondo Gabriella Mewoh Gilly Marlya Tiwow I Kadek Satria Arsana I Kadek Satria Arsana I Kadek Satria Arsana I Kadek Satria Arsana Iwan Kandori Jetty Lempas Jety Deisye Lempas Josua Rumeen Jouber Dame Jouber Dame Joubert Dame Julia Sinoritha Julia Sinoritha Kondo, Erric Lidia Aprileny Hutahaean Listriyanti Palangda Lomban, Reza Meike Mamentu Milenio Michael Kojongian Nadia Sualang Neiles Wakur Ni Ketut Wati Niny Makaliwe Oroh, Silvana Paembonan, Tiara Lestari Palilingan, Verry Ronny Ranti, Devyano V.F. Reza Lomban Rofinus Banunaek Romi Mesra Ruth Sriana Umbase Sabriana Oktaviana Gintulangi Sendiang, Dhea Jessica Shelty D. M. Sumual Silangen, Pramesti Vidy Andini Sindi Antehang Sjeddie Watung Songgigilan, Arter Sualang, Nadia Tamboto, Henry Jeheskiel Daniel Taroreh, Johny Triana W Kaempe Ventje Senduk Yance Tawas Yance Tawas Yohanes Bery Mokalu