LITERASI ARTIFICIAL INTELLIGENCE DAN KESIAPAN KERJA MAHASISWA TINGKAT AKHIR: STUDI PADA PROGRAM STUDI PENDIDIKAN EKONOMI UNIVERSITAS PATOMPO - Sulfaidah Sulfaidah; Sitti Hajar Aswad; Musdalifah Musdalifah (Universitas Negeri Makassar, 2026)
Perkembangan artificial intelligence (AI) mengubah karakteristik pekerjaan sekaligus memperluas kompetensi yang perlu dimiliki lulusan perguruan tinggi. Penelitian ini bertujuan menganalisis hubungan literasi AI dengan kesiapan kerja mahasiswa tingkat akhir Program Studi Pendidikan Ekonomi Universitas Patompo. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional cross-sectional. Sebanyak 114 mahasiswa tingkat akhir dilibatkan melalui total sampling. Literasi AI diukur berdasarkan dimensi use and apply AI, understand AI, detect AI, dan AI ethics, sedangkan kesiapan kerja mencakup personal characteristics, organizational acumen, work competence, dan social intelligence. Data dianalisis menggunakan statistik deskriptif dan regresi linear sederhana. Hasil menunjukkan rerata skor literasi AI sebesar 29,38 (SD = 10,21) dan kesiapan kerja sebesar 44,69 (SD = 17,04). Analisis regresi menunjukkan hubungan positif dan signifikan antara literasi AI dan kesiapan kerja (R = 0,577; F(1,112) = 55,758; p < 0,001). Literasi AI secara statistik menjelaskan 33,2% variasi kesiapan kerja (R² = 0,332), sedangkan koefisien regresi sebesar 0,963 menunjukkan bahwa setiap kenaikan satu poin literasi AI berasosiasi dengan peningkatan estimasi 0,963 poin kesiapan kerja. Temuan ini menegaskan bahwa literasi AI merupakan kompetensi relevan dalam persiapan transisi mahasiswa menuju dunia kerja, namun bukan satu-satunya determinan kesiapan kerja. Perguruan tinggi perlu mengintegrasikan penggunaan AI yang produktif, kritis, aman, dan etis dengan penguatan pengalaman kerja, soft skills, adaptabilitas karier, serta layanan pengembangan karier. Karena desain penelitian bersifat cross-sectional dan non-eksperimental, hasil tidak ditafsirkan sebagai hubungan sebab-akibat.Artificial intelligence (AI) is reshaping the nature of work and expanding the competencies expected from university graduates. This study examined the relationship between AI literacy and work readiness among final-year students in the Economics Education Study Program at Universitas Patompo. A quantitative cross-sectional correlational design was employed, involving 114 final-year students selected through total sampling. AI literacy was conceptualized through the dimensions of use and apply AI, understand AI, detect AI, and AI ethics, while work readiness comprised personal characteristics, organizational acumen, work competence, and social intelligence. Data were analyzed using descriptive statistics and simple linear regression. The mean AI literacy score was 29.38 (SD = 10.21), while the mean work readiness score was 44.69 (SD = 17.04). Regression analysis indicated a positive and statistically significant relationship between AI literacy and work readiness (R = .577; F(1,112) = 55.758; p < .001). AI literacy statistically accounted for 33.2% of the variance in work readiness (R² = .332). The regression coefficient (B = .963) indicated that a one-point increase in AI literacy was associated with an estimated .963-point increase in work readiness. The findings suggest that AI literacy is a relevant competence for supporting students’ transition into the labor market, although it is not the sole determinant of work readiness. Higher education institutions should integrate productive, critical, safe, and ethical AI use with work experience, soft skills, career adaptability, and career development services. Given the cross-sectional and non-experimental design, the findings should not be interpreted causally.