TRANSFORMASI ASESMEN MULTILITERASI: MENGUKUR CRITICAL THINKING DAN DIGITAL FLUENCY SISWA SEKOLAH DASAR DI ERA GENERATIVE AI - Setianingsih Setianingsih; Intan Sari Rufiana; Sri Rahayuningsih (Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I), 2026)
The emergence of Generative Artificial Intelligence (Gen-AI) in elementary education has introduced the Pseudo-Digital Fluency phenomenon, a condition in which students appear technically proficient with digital tools but lack depth in critical thinking and information validation. This study aims to develop and validate a Multimodal-Based Multiliteracy Assessment Model capable of authentically measuring Critical Thinking and Digital Fluency among elementary school students in the Gen-AI era. This study employed a mixed methods approach integrating Research and Development (R&D) procedures using the ADDIE model with qualitative analysis. A limited field trial was conducted with 28 Phase B students (Grade 4) at SD Negeri 1 Sukosari in the 2025/2026 academic year. Content validity was assessed by two expert validators using Aiken's V index, while reliability was measured through inter-rater Percentage of Agreement. The results indicate that the developed assessment model achieved a highly feasible validity coefficient (Aiken's V = 0.89). Field trials revealed that students' ability to independently cross-check AI-generated information was the most critical weakness (71.50%), while their digital ethical resilience scored in the very high category (85.75%). The multimodal portfolio rubric demonstrated high reliability with an inter-rater agreement coefficient of 89.28%. As a transformative solution, this study produced the Digital Sandwich Strategy, integrating Scenario-Based Assessment, Digital Portfolio, and Metacognitive Reflection to ensure human reasoning remains central to the learning process amid advancing AI technology. ABSTRAK Munculnya Generative Artificial Intelligence (Gen-AI) di lingkungan pendidikan dasar memunculkan fenomena Pseudo-Digital Fluency, yakni kondisi di mana siswa tampak mahir secara teknis dalam mengoperasikan alat digital, namun mengalami defisit dalam kemampuan berpikir kritis dan validasi informasi. Penelitian ini bertujuan mengembangkan dan menguji Model Asesmen Multiliterasi Berbasis Multimodal yang valid dan reliabel untuk mengukur Critical Thinking dan Digital Fluency siswa sekolah dasar secara autentik di era Gen-AI. Penelitian ini menggunakan pendekatan mixed methods yang mengintegrasikan prosedur Research and Development (R&D) model ADDIE dengan analisis kualitatif. Uji coba terbatas dilakukan pada 28 siswa Fase B (Kelas 4) di SD Negeri 1 Sukosari tahun ajaran 2025/2026. Validitas isi instrumen diuji oleh dua pakar menggunakan indeks Aiken's V, sedangkan reliabilitas diukur melalui Percentage of Agreement antar-penilai. Hasil penelitian menunjukkan bahwa model asesmen yang dikembangkan memperoleh koefisien validitas sangat layak (Aiken's V = 0,89). Uji coba lapangan mengungkap bahwa kemampuan validasi silang (cross-check) siswa terhadap luaran AI merupakan titik lemah yang paling kritis (71,50%), sementara ketahanan etis digital siswa berada pada kategori sangat tinggi (85,75%). Reliabilitas rubrik portofolio multimodal terbukti tinggi dengan koefisien kesepakatan antar-penilai sebesar 89,28%. Sebagai solusi transformatif, penelitian ini menghasilkan Strategi Digital Sandwich yang mengintegrasikan Scenario-Based Assessment, Digital Portfolio, dan Refleksi Metakognitif untuk memastikan nalar manusiawi tetap menjadi pusat proses belajar di tengah dominasi teknologi AI.