The The Effect of AI Literacy and Differentiated Instruction on Educational Scaffolding in FEB UNJ
DOI:
https://doi.org/10.21009/ISC-BEAM.013.55Keywords:
Education, Scaffolding, AI LiteracyAbstract
This study aims to analyze the impact of the synergy between AI literacy and differentiated instruction on the formation of educational scaffolding at the Faculty of Economics, Universitas Negeri Jakarta. The research employs a quantitative method, collecting data through questionnaires distributed to 10 students from the 2022 cohort across nine different study programs. The collected data is processed using SPSS software to perform descriptive analysis, reliability testing, and regression analysis. The results indicate that AI literacy and differentiated instruction significantly and positively influence the formation of educational scaffolding. These findings suggest that enhancing AI literacy and implementing differentiated instruction can improve concept understanding, student engagement, independent learning, problem-solving skills, academic achievement, and social interaction within the educational environment. This research provides valuable insights for developing more effective educational strategies in the digital era.
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