Reported Practices for Verifying AI-Generated Disinformation: A Qualitative Study of Indonesian Social Media Users
DOI:
https://doi.org/10.57255/intellect.v5i2.1929Keywords:
Digital literacy, generative AI, disinformation, fact-checking, reported verification practicesAbstract
Content generated by AI can appear credible even when the claims it presents lack reliable supporting evidence. This qualitative descriptive study examines how 32 purposively selected adult social-media users from six Indonesian cities described recognizing potentially synthetic material, assessing credibility, and verifying information. Of these, 28 also participated in four focus group discussions. The study reports thematic analysis of interview, group discussion, and documentary material, although the original transcripts and coding records were unavailable for independent inspection. Participants sometimes relied on polished visuals, widespread sharing, familiar sources, and prior beliefs. They also reported source tracing, comparison with independent reports, contextual appraisal, and use of fact-checking services, although they applied these practices inconsistently. These accounts informed a provisional educational framework covering AI knowledge, critical verification, psychological awareness, digital ethics, and access to verification tools. The framework focuses on the difference between suspecting that content is synthetic and verifying the associated claim. The proposal may inform non-formal digital-literacy education for adults, but neither the code-to-theme analysis nor any learning effects have been independently validated.
Abstrak
Konten yang dihasilkan AI dapat tampak meyakinkan tanpa memberikan bukti yang dapat dipercaya atas klaim yang disampaikan. Studi deskriptif kualitatif ini mengkaji bagaimana 32 pengguna media sosial dewasa yang dipilih secara purposif dari enam kota di Indonesia menggambarkan pengenalan konten sintetis, penilaian kredibilitas, dan verifikasi informasi; 28 orang juga mengikuti empat diskusi kelompok terarah. Naskah sumber melaporkan wawancara, diskusi kelompok, dan dokumen pendukung yang diorganisasikan melalui analisis tematik, tetapi transkrip dan rekam pengkodean asli belum tersedia untuk pemeriksaan independen. Informan menggambarkan penggunaan tampilan visual, popularitas konten, sumber yang dikenal, dan keyakinan sebelumnya sebagai petunjuk kredibilitas. Mereka juga melaporkan penelusuran sumber, pembandingan laporan independen, pemeriksaan konteks, dan penggunaan layanan pemeriksa fakta, meskipun penerapannya tidak konsisten. Uraian tersebut menjadi dasar usulan awal lima dimensi pendidikan, yaitu pengetahuan AI, verifikasi kritis, kesadaran psikologis, etika digital, dan akses alat verifikasi. Fokus khususnya ialah perbedaan antara mengenali kemungkinan konten sintetis dan memeriksa kebenaran klaim. Usulan ini dapat mendukung perancangan literasi digital masyarakat, tetapi rantai bukti tematik dan dampak pembelajarannya belum divalidasi.
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