ANALYSIS OF THE INFLUENCE OF THE USE OF ARTIFICIAL INTELLIGENCE ASSISTANTS ON THE DIGITAL LITERACY OF GENERATION Z HISTORY EDUCATION STUDENTS

Abstract

The use of Artificial Intelligence (AI) has become a major topic in education, including the challenges and opportunities it offers in learning. This study aims to analyze the impact of AI use on the digital historical literacy of Generation Z History Education students. The approach used was qualitative field research. The study population was active sixth-semester undergraduate History Education students, with a sample of 32 respondents determined through purposive sampling based on the criterion of having used AI at least three times in completing history coursework. Data were collected through a questionnaire to measure the frequency of AI use and perceptions of four components of historical digital literacy (source verification, bias detection, contextual understanding, and multi-perspective synthesis). The results showed that although all respondents (100%) experienced an increase in learning efficiency, 71.9% of students experienced a decline in source verification skills, 65.6% in bias detection, 68.8% in multi-perspective synthesis, and 59.4% in understanding historical context. This study provides quantitative evidence that intensive AI use correlates with a shift from in-depth historical thinking to a less comprehensive understanding of history. Consequently, the use of AI in history learning needs to be critically guided and pedagogically integrated. Research recommendations include the need for lecturers to design source verification-based assignments with the help of AI, socialization of strategies to reduce dependence on AI, and the development of pedagogical models and depth of historical thinking.