STRUCTURAL RELATIONSHIPS AMONG AI LITERACY, CRITICAL THINKING, AND RELIGIOUS COPING IN ISLAMIC HIGHER EDUCATION
DOI:
https://doi.org/10.54437/ilmuna.v8i2.3782Abstract
This study aimed to examine the structural relationships among AI literacy, critical thinking, and religious coping among Tarbiyah students at UIN Kiai Haji Achmad Siddiq Jember, and to evaluate the mediating role of critical thinking. A quantitative correlational-structural design using Structural Equation Modeling (SEM) was applied to a sample of 317 students selected through multistage cluster sampling. Data were collected using structured scales measuring the three latent constructs and analyzed via Confirmatory Factor Analysis and bootstrap mediation testing in Mplus 8.10. The results demonstrated that AI literacy exerts a significant positive direct effect on critical thinking (β = 0.58, p < 0.001) and religious coping (β = 0.18, p = 0.003). Furthermore, critical thinking partially mediates the relationship between AI literacy and religious coping (β = 0.25, p < 0.001), accounting for 58.1% of the total effect. The structural model explained moderate variance in critical thinking (R² = 0.34) and religious coping (R² = 0.41). These findings indicate that AI literacy operates as a cognitive-ethical capacity that, by sharpening critical thinking, enables students to engage adaptively with religious resources. Theoretically, critical thinking does not diminish religiosity but bridges digital competence and spiritual capacity; practically, integrating AI literacy with critical thinking and religious coping is an urgent imperative for Islamic higher education.
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