The Effect of E-Module for Scientific Writing Assisted by AI (Artificial Intelligence) Software on Digital Literacy and Critical Thinking Skills of Biology Education Undergraduate Students
DOI:
https://doi.org/10.19184/bioedu.v23i2.53702Keywords:
Critical Thinking, Digital Literacy, E-moduleAbstract
This study aims to analyze the effect of an AI-assisted e-module for scientific writing on the digital literacy and critical thinking skills of Biology Education undergraduate students. The research was driven by a preliminary study showing that students’ digital literacy was moderate, while their critical thinking skills were still low. Using a quantitative approach, the study employed a quasi-experimental nonrandomized control-group pretest-posttest design. The participants were fifth-semester Biology Education students at Malang State University, consisting of two classes (59 students in total). The experimental class (31 students) used the AI-assisted e-module, while the control class (28 students) used PowerPoint during technobiology courses. Data collection involved pretest and posttest instruments: a digital literacy questionnaire with six indicators (e.g., source selection, evaluation, and production of original work), and descriptive questions on critical thinking with five indicators (e.g., application, evaluation, and synthesis). Independent sample t-test results showed that the AI-assisted e-module significantly improved students' digital literacy and critical thinking skills. This was evidenced by the higher post-test scores in the experimental group compared to the control group.
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