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Journal of Pedagogi
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30469554     DOI : https://doi.org/10.62872/arcvet10
Core Subject : Education,
Education
The journal publishes all original articles on current issues and trends occurring internationally within the scope of education such as, science education, social science, religion, language, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 194 Documents
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Generative AI Literacy and Students’ Critical Thinking in Higher Education: The Mediating Role of AI-Supported Learning Engagement Nopem Kusumaningtyas Sumitro; Laros Tuhuteru; Nurhayati Jafar
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/00xs4237

Abstract

The pervasive integration of Generative Artificial Intelligence (GenAI) across higher education institutions has fundamentally transformed student knowledge acquisition, cognitive processing, and academic engagement. While conversational AI systems offer dynamic cognitive scaffolding and personalized feedback, uncalibrated reliance threatens to foster cognitive offloading and diminish independent critical inquiry. Grounded in Social Cognitive Theory, the Community of Inquiry (Practical Inquiry Cognitive Presence) framework, and Self-Regulated Learning Theory, this study empirically investigates the structural dynamics connecting Generative AI Literacy to Students’ Critical Thinking, explicitly evaluating the explanatory mediating mechanism of AI-Supported Learning Engagement. Employing an explanatory sequential mixed-methods design, quantitative data were gathered from undergraduate students (N = 115 survey cohort; benchmarked against multi-institutional structural parameters, N = 623) and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), followed by qualitative thematic analysis of student interaction scripts and semi-structured interviews (N = 10). The empirical results demonstrate that Generative AI Literacy significantly and positively predicts both AI-supported learning engagement (β = 0.668, p < 0.001) and critical thinking (β = 0.479, p < 0.001). Furthermore, AI-supported learning engagement exerts a strong direct effect on critical thinking (β = 0.353, p < 0.001) and functions as a statistically significant partial mediator (β = 0.240, p < 0.001). Crucially, qualitative findings illuminate that engagement quality specifically the distinction between mindful engagement (evaluative auditing, prompt refinement, and hypothesis testing) and unreflective engagement (automated output submission) determines whether GenAI acts as a dialectical partner or a cognitive substitute. Mindful engagement enables students to bridge the critical 'Resolution Gap' across inquiry phases. This research establishes that AI literacy serves as an essential epistemic regulator, providing higher education institutions with actionable frameworks for process-oriented assessment, ethical AI integration, and pedagogical design.  
Digital Education and the Future of Work: How NEP 2020 and Digital India Shape Skill Development for Viksit Bharat 2047 Dr Harshit Sharma; Mr. Rajesh Kumar Agarwal; Mr. Amaresh Mr. Amaresh
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/nst4yn12

Abstract

India wants to be a developed nation by 2047, and its young workforce is the main bet. Two policies sit at the centre of that bet. The National Education Policy (NEP) 2020 reshapes what young people learn and how they learn it, while Digital India builds the connectivity and basic digital capability that learning and work now depend on. This paper reviews how the two together shape skill development, using a narrative thematic approach drawn from peer-reviewed research, official policy documents and national survey reports. Three themes organize the evidence: digital literacy and employability, skill-based education under NEP 2020, and access, inclusion and institutional readiness. The review finds that access to phones and the internet has spread quickly, especially among the young, but that using technology for study and for work is a different and thinner capability. Vocational integration is ambitious on paper and slower in classrooms, and gaps of gender, geography, teacher preparation and industry linkage keep skills from turning into jobs. The paper offers a simple policy-to-employment framework and argues that the next phase of reform should concentrate on the last mile between learning and work. It closes with recommendations and directions for future research.
Teachers’ Readiness for Generative AI Integration in Education: The Roles of AI Self-Efficacy, Digital Competence, and Institutional Support Laros Tuhuteru; Nopem Kusumaningtyas Sumitro
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/01ereh15

Abstract

The rapid deployment of Generative Artificial Intelligence (GenAI) technologies across educational institutions has transformed instructional design, assessment, and administrative workflows. However, the successful adoption of GenAI in classrooms depends fundamentally on teacher readiness rather than simple technology availability or physical infrastructure. This article critically synthesizes empirical, psychometric, and theoretical literature to examine how teachers' readiness for GenAI integration is influenced by three core determinants: AI self-efficacy, digital competence (operationalized through AI-TPACK and AI literacy), and institutional support. Methodologically, this synthesis draws upon international studies employing structural equation modeling (PLS-SEM and CB-SEM), machine learning predictive algorithms, fuzzy-set qualitative comparative analysis (fsQCA), and network psychometrics. The synthesis demonstrates that domain-specific GenAI self-efficacy serves as the primary psychological catalyst and strongest direct predictor of pedagogical integration, perceived ease of use, and perceived usefulness, far outperforming general digital competence alone. Digital competence provides the foundational capability system that shapes attitudes and perceived behavioral control. Institutional support functions as a critical structural antecedent and moderator that mitigates occupational demands, fosters self-efficacy, and enables the translation of intention into enacted classroom practice. The paper concludes with actionable recommendations for designing domain-sensitive professional development programs and ethical institutional governance frameworks.
AI-Supported Inquiry-Based Science Learning and Students’ Scientific Literacy: The Mediating Role of Epistemic Curiosity and the Moderating Effect of AI Literacy in Indonesian Secondary Schools Sitti Nurfaidah; Desi Ariyanti Naspin
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/9xhxhs60

Abstract

Scientific literacy remains a persistent challenge in Indonesian secondary education, where science performance in PISA 2022 stays far below the OECD average despite the inquiry orientation of the Kurikulum Merdeka. Artificial intelligence (AI) tools are rapidly entering science classrooms, yet recent evidence shows that access to AI does not guarantee deeper learning and may instead encourage cognitive offloading. This study develops and evaluates a moderated mediation framework in which AI-supported inquiry-based science learning (AI-IBSL) influences students’ scientific literacy through epistemic curiosity, with AI literacy conditioning both the direct and the indirect pathways. A PRISMA 2020-guided integrative review synthesized peer-reviewed studies published between 2021 and 2026, and the resulting propositions were formalized as a structural equation model with a replicable measurement and analysis plan for Indonesian schools. The synthesis shows convergent support for the links between AI-supported learning, curiosity, and science outcomes, and for curiosity as a mediating mechanism, whereas evidence for AI literacy as a moderator is suggestive and drawn largely from higher education. The framework distinguishes interest-type from deprivation-type curiosity and positions AI literacy as the condition separating epistemic amplification from passive dependence. Implications are offered for curriculum design, teacher development, and equitable AI provision in 3T regions.  

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