Peran Literasi Media sebagai Strategi Pencegahan Penyebaran Disinformasi Berbasis Deepfake

Abstract

Deepfake, an artificial intelligence-based technology capable of manipulating visual and audio content to appear authentic, has emerged as a significant challenge in the digital era due to its potential to spread disinformation. This study aims to examine the role of media literacy as a strategy to prevent the dissemination of deepfake-based disinformation. The method employed is a literature review by analyzing ten recent international journals relevant to media literacy and deepfake. Thematic analysis was conducted to identify patterns of intervention, supporting factors, and barriers in implementing media literacy. The findings reveal that media literacy is effective when it not only includes technical skills for detecting digital manipulation but also ethical understanding, contextual awareness, and motivation to verify information. Specific interventions such as detection tips focusing on AI-generated content, direct feedback, and the integration of AI literacy into curricula have proven to be more effective than general approaches. Social and cultural factors, including education levels, play a significant role in shaping public resilience against the impact of disinformation. This study recommends proactive and adaptive media literacy strategies through detection simulations, digital ethics discussions, and continuous learning to strengthen society’s ability to confront risks while harnessing the positive potential of deepfake technology.