Literasi AI dalam Pembelajaran Bahasa Indonesia: Model Penguatan Berpikir Kritis Mahasiswa di Era ChatGPT

Fredy Yunanto; Evha Nazalatus Sa’Adiyah Sy; Ria Kasanova; Zainab Nur Aini

doi:10.58192/insdun.v5i2.4968

Authors

Fredy Yunanto Universitas Madura
Evha Nazalatus Sa’Adiyah Sy Universitas Madura
Ria Kasanova Universitas Madura
Zainab Nur Aini Universitas Madura

DOI:

https://doi.org/10.58192/insdun.v5i2.4968

Keywords:

AI literacy, Critical Thinking, Chatgpt, Higher Education, Indonesian Language Learning

Abstract

The emergence of generative Artificial Intelligence (AI) has transformed educational practices in higher education, including language learning. Whilst technologies such as ChatGPT offer considerable benefits for information retrieval, idea generation, and academic writing, their use also presents challenges related to students’ critical thinking, information evaluation, and academic integrity. This study aims to examine students’ levels of AI literacy, investigate the relationship between AI literacy and critical thinking skills, and develop the AI Literacy for Critical Thinking in Indonesian Language Learning Model (LA-BKBI). The study employed a mixed-methods approach using a sequential explanatory design. Quantitative data were collected from 320 students enrolled in the English Language Education Study Programme at Universitas Madura and analysed using Structural Equation Modelling–Partial Least Squares (SEM-PLS), whilst qualitative data were obtained through in-depth interviews and focus group discussions and analysed using thematic analysis. The findings revealed that students demonstrated a high level of AI literacy (M = 3.96), whereas their critical thinking skills were categorised as moderate to high (M = 3.73). AI literacy was found to have a significant positive effect on critical thinking skills (β = 0.387; p < 0.001), whilst information evaluation served as a significant mediating variable (β = 0.292; p < 0.001). Qualitative findings indicated that students perceived AI as a cognitive partner; however, they still required strong information verification skills and ethical awareness in its use. Based on the synthesis of the findings, the LA-BKBI Model was developed by integrating AI literacy, information literacy, critical reflection, and academic argumentation as mechanisms for strengthening critical thinking. The model contributes theoretically to the advancement of AI literacy scholarship and offers practical implications for Indonesian language learning in the era of generative AI.

References

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.

Carolus, A., Koch, M. J., Straka, S., Latoschik, M. E., & Wienrich, C. (2023). Measuring AI literacy: Development and validation of the Meta AI Literacy Scale (MAILS). Computers and Education: Artificial Intelligence, 4, 100139. https://doi.org/10.1016/j.caeai.2023.100139

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating? Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications (5th ed.). SAGE Publications.

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., ... Wright, R. (2023). So what if ChatGPT wrote it? Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11

Facione, P. A. (2020). Critical thinking: What it is and why it counts (2020 update). Insight Assessment.

Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE Publications.

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeiffer, F., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., ... Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Kennedy, K., & Gupta, A. (2025). AI and data competencies: Scaffolding holistic AI literacy in higher education. Computers and Education: Artificial Intelligence, 8, 100301. https://doi.org/10.1016/j.caeai.2025.100301

Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1–16). Association for Computing Machinery. https://doi.org/10.1145/3313831.3376727

Mills, K. A. (2024). Artificial intelligence literacy and the future of learning: Critical perspectives for education. Educational Technology Research and Development, 72(1), 45–63. https://doi.org/10.1007/s11423-023-10289-7

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.

Paul, R., & Elder, L. (2020). The miniature guide to critical thinking concepts and tools (8th ed.). Foundation for Critical Thinking.

Tadimalla, S. Y., & Maher, M. L. (2024). AI literacy for all: A framework for human-AI collaboration in education. Computers and Education: Artificial Intelligence, 6, 100219. https://doi.org/10.1016/j.caeai.2024.100219

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel? ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x

UNESCO. (2024). AI competency framework for students. UNESCO Publishing. https://unesdoc.unesco.org