Kesenjangan Akses Teknologi Sebagai Hambatan Struktural Dalam Pembelajaran Ekonomi Berbasis Artificial Intelligence Pada Siswa SMA Negeri 1 Bululawang

Abstract

The rapid development of digital technology, particularly Artificial Intelligence (AI), has transformed the learning process in economics e ducation at the senior high school level. However, its implementation is still constrained by unequal access to technology among students. This study aims to analyze technological access disparities as structural barriers in AI-based economics learning and to examine their impact on students’ participation and understanding. This research employed a qualitative approach using a single case study design involving tenth-grade students at Bululawang State High School. Data were collected through in-depth interviews with purposively selected participants who had experience in AI-supported learning. The findings reveal significant disparities in device ownership, internet access and stability, and levels of digital literacy among students. These differences directly influence students’ engagement, learning flexibility, and comprehension of economic materials. Students with adequate technological access demonstrate higher participation and better understanding, while those with limited access experience learning difficulties, including delays in task completion and challenges in accessing digital platforms. The study also highlights that, despite the increasing role of technology, teachers remain a crucial factor in ensuring effective learning. In conclusion, technological access inequality constitutes a multidimensional structural barrier in AI-based learning, necessitating comprehensive strategies to promote equitable access, enhance digital literacy, and strengthen pedagogical practices.