<![CDATA[This study examines changes in students' literacy and critical thinking skills after AI-assisted learning at UIN Siber Syekh Nurjati Cirebon. In contrast to previous studies that primarily focused on learning motivation, academic achievement, or students' perceptions of AI, this study examined the role of AI-assisted learning in supporting the development of literacy and critical thinking at Cyber Islamic University. The study used a quantitative approach with a pre-experimental design, employing a one-group pretest-posttest design. A total of 31 students participated, completing literacy and critical-thinking tests before and after the AI-assisted learning intervention. Data were analyzed using the Shapiro–Wilk normality test, the Wilcoxon Signed-Rank test, and effect size calculation. The results showed no statistically significant difference between pretest and posttest scores for literacy skills (p = 0.064) and critical thinking skills (p = 0.082). However, the effect sizes for literacy (r = 0.33) and critical thinking (r = 0.31) were categorized as medium, suggesting potential educational relevance warranting further investigation with a more robust experimental design. Lack of statistical significance may be related to limited sample sizes, limited intervention duration, and the absence of comparison groups. These findings provide preliminary evidence on AI-assisted learning in higher education and highlight the need for further research using controlled experimental designs.]]>
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