<![CDATA[Purpose – This study aims to examine the relationship between students’ perceptions of Artificial Intelligence (AI) and digital skills and their physics problem-solving abilities. The study specifically investigates the partial relationships between AI perception and problem-solving ability, between digital skills and problem-solving ability, and the simultaneous relationship between AI perception and digital skills and students’ physics problem-solving ability.Methodology – This study employed a quantitative correlational design. The sample consisted of 102 students at SMAN 9 Makassar. Data were collected using instruments that measured students’ perceptions of AI, digital skills, and physics problem-solving abilities. The data were analyzed using prerequisite tests, including normality, linearity, and multicollinearity tests, followed by multiple linear regression analysis, t-tests, an F-test, and the coefficient of determination. The significance level was set at α = 0.05.Findings – The results showed that students’ perceptions of AI did not have a significant partial relationship with physics problem-solving ability, with a significance value of 0.689 > 0.05. Similarly, digital skills did not have a significant partial relationship with physics problem-solving ability, with a significance value of 0.737 > 0.05. Furthermore, students’ perceptions of AI and digital skills were not significantly related to physics problem-solving ability, as indicated by an F-test significance value of 0.901 > 0.05. The coefficient of determination (R²) explained only 0.2% of the variation in students’ physics problem-solving ability.Contribution – This study provides an empirical contribution to understanding the relationship among students’ perceptions of AI, digital skills, and physics problem-solving ability in the context of high school physics education.]]>
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