This study developed and validated a multidimensional AI literacy instrument for elementary school students using a research and development approach grounded in the ADDIE framework and informed by AI literacy, constructivist learning, and digital...
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This study developed and validated a multidimensional AI literacy instrument for elementary school students using a research and development approach grounded in the ADDIE framework and informed by AI literacy, constructivist learning, and digital citizenship theories. The instrument comprised five dimensions: AI recognition, conceptual understanding, functional application, evaluation and creation, and AI ethics. Content validation was conducted by four experts, while empirical testing involved 250 Indonesian elementary school students. Exploratory factor analysis supported the five-factor structure, with acceptable factor loadings and sampling adequacy (KMO > .80; Bartlett’s test, p < .001), while reliability analysis demonstrated satisfactory internal consistency across the retained subscales (Cronbach’s α > .70). Findings indicated stronger competencies in ethical AI use and functional application than in conceptual understanding of AI processes. The study provides a psychometrical
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