PROFIL PESERTA DIDIK DIGITAL PADA ERA GENERATIVE ARTIFICIAL INTELLIGENCE: TINJAUAN LITERATUR SISTEMATIS

Yusli Malindera; Lalu Muh. Mi’rojusshibyan; M. Ihwanul Muslimin; Irmanom Irmanom; Nur’aini Nur’aini

doi:10.51878/educator.v5i4.15249

Authors

Yusli Malindera Program Studi Pendidikan Dasar, Program Magister, Universitas Hamzanwadi
Lalu Muh. Mi’rojusshibyan Program Studi Pendidikan Dasar, Program Magister, Universitas Hamzanwadi
M. Ihwanul Muslimin Program Studi Pendidikan Dasar, Program Magister, Universitas Hamzanwadi
Irmanom Irmanom Program Studi Pendidikan Dasar, Program Magister, Universitas Hamzanwadi
Nur’aini Nur’aini Program Studi Pendidikan Dasar, Program Magister, Universitas Hamzanwadi

DOI:

https://doi.org/10.51878/educator.v5i4.15249

Keywords:

Profil Peserta Didik Digital, Generative Artificial Intelligence, Literasi AI, Systematic Literature Review, PRISMA 2020

Abstract

ABSTRACT

Generative Artificial Intelligence (GenAI) has transformed the educational landscape and increased the need to understand digital learner profiles. This study aimed to characterize digital learner profiles, identify their key dimensions, analyze variations based on contextual and demographic factors, and formulate implications for education. A qualitative Systematic Literature Review (SLR) was conducted following the PRISMA 2020 protocol. Literature searches across eight databases covering publications from 2016–2026 yielded 74 eligible articles analyzed through thematic synthesis. The findings indicate that digital learner profiles are multidimensional constructs encompassing AI literacy and competence, cognitive and metacognitive characteristics, psychological attitudes, usage patterns and learning strategies, contextual-demographic factors, and social and creative dimensions. AI literacy was the dominant dimension, appearing in 68 articles (91.9%). The synthesis also identified four profiles: cautious adopters (32%), knowledge-seekers (28%), efficiency-seekers (21%), and sceptics (19%). Profile variations were associated with demographic characteristics, technological experience, academic discipline, and institutional support. These findings highlight the need for differentiated learning and critical, ethical, and reflective AI literacy.

ABSTRAK

Generative Artificial Intelligence (GenAI) telah mengubah lanskap pendidikan dan menuntut pemahaman terhadap profil peserta didik digital. Penelitian ini bertujuan mengkarakterisasi profil peserta didik, mengidentifikasi dimensinya, menganalisis variasinya berdasarkan faktor kontekstual dan demografis, serta merumuskan implikasinya bagi pendidikan. Penelitian menggunakan Systematic Literature Review (SLR) dengan pendekatan kualitatif dan protokol PRISMA 2020. Pencarian pada delapan database periode 2016–2026 menghasilkan 74 artikel yang dianalisis melalui sintesis tematik. Hasil menunjukkan bahwa profil peserta didik digital merupakan konstruk multidimensi yang mencakup literasi dan kompetensi AI, aspek kognitif dan metakognitif, sikap psikologis, pola penggunaan dan strategi belajar, faktor kontekstual-demografis, serta dimensi sosial dan kreatif. Literasi AI menjadi dimensi dominan, ditemukan pada 68 artikel (91,9%). Sintesis juga mengidentifikasi empat profil, yaitu cautious adopters (32%), knowledge-seekers (28%), efficiency-seekers (21%), dan sceptics (19%). Variasi profil berkaitan dengan karakteristik demografis, pengalaman teknologi, disiplin ilmu, dan dukungan institusional. Temuan menegaskan perlunya pembelajaran terdiferensiasi dan literasi AI yang kritis, etis, serta reflektif.

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