Bringing the Hikayat Hang Tuah into Digital Learning: Student Perceptions of AI-Assisted Animated Videos

Abstract

The utilization of Artificial Intelligence in developing learning media offers opportunities to present classic literary works in audiovisual formats that align better with the characteristics of digital learning. The aim of this study was to analyze the perceptions of tenth-grade students regarding an AI-assisted animated video of Hikayat Hang Tuah (HHT) as a learning medium for Indonesian language studies. A quantitative approach with a survey design was employed. The study involved 310 tenth-grade high school students in Palembang City. Data were collected using a Likert-scale questionnaire comprising 18 statements across five aspects: visual quality, storytelling, ease of comprehension, learning interest, and perceived benefits. The instrument underwent content validation by three experts (Aiken’s V coefficient: 0.778–1.000) and a reliability test with 30 students (Cronbach’s Alpha coefficient: 0.906). Data were analyzed using descriptive statistics, with a positive perception threshold set at ≥62.5%. The results indicate that all perception statements fell within the positive range, with scores between 81% and 87%. The highest score was recorded for the statement regarding the visual comfort of the video's colors and illustrations, while the lowest score related to students' willingness to use AI-assisted animated videos in their studies; nevertheless, even the lowest score exceeded the positive perception threshold. Thus, the AI-assisted animated video of HHT was positively received by students and serves as a viable alternative medium for teaching hikayat (traditional Malay tales). These findings reflect student perceptions of the medium and do not demonstrate its experimental effectiveness regarding learning outcomes.