Pengaruh Ai Sebagai Media Literasi Kritis Terhadap Kemampuan Menulis Refleksi Murid
Bilah Samping Artikel
Isi Artikel Utama
Abstrak
Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan kecerdasan buatan terhadap kemampuan menulis teks refleksi diri murid sekolah menengah atas. Perkembangan kecerdasan buatan membuka peluang dalam pembelajaran menulis yang lebih interaktif, namun pemanfaatannya sebagai media literasi kritis pada pembelajaran refleksi diri masih terbatas. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen semu atau quasi experiment pretest-posttest control group. Data dikumpulkan melalui tes menulis refleksi diri dan dianalisis secara inferensial. Hasil menunjukkan skor rata-rata meningkat dari 14,09 menjadi 16,59 (Ä = 2,50) dengan perbedaan signifikan (p < 0,001) dan effect size besar (d = 1,24). Kualitas tulisan juga berkembang dari refleksi deskriptif ke analitis dan kritis. Kecerdasan buatan berfungsi sebagai cognitive scaffolding melalui umpan balik dan pertanyaan reflektif yang mendorong berpikir reflektif dan metakognitif. Dengan demikian, kecerdasan buatan efektif meningkatkan kemampuan menulis refleksi diri dan berpotensi memperkuat literasi kritis di sekolah menengah
This study examines the effect of artificial intelligence on students’ reflective writing skills. Artificial intelligence offers new opportunities for more interactive writing instruction, yet its use as a critical literacy tool in reflective writing at the secondary level remains limited. A quantitative approach of quasi-experimental design with a pretest–posttest control group was employed in this study. Data were collected through reflective writing tests and analyzed using inferential statistics. The mean score increased from 14.09 to 16.59 (Ä= 2.50), with a significant difference (p < 0.001) and a large effect size (d = 1.24). Students’ writing skills is also developed from descriptive to more analytical and critical reflection. Artificial intelligence functioned as cognitive scaffolding by providing feedback and reflective prompts that fostered reflective and metacognitive thinking. Thus, artificial intelligence effectively improves students’ reflective writing skills and supports the development of critical literacy in secondary education. This study indicated that artificial Intelligence as a Critical Literacy Tool provides significant impact on student’s reflective skills
Rincian Artikel
Bagian
Artikel ini berlisensiCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Silakan mendownload dan mengisi Formulir Copyright Transfer dan Formulir Ethical Statement dibawah ini untuk disertakan pada saat pengiriman naskah (Unggah File Tambahan) :
Cara Mengutip
Referensi
Abrouq, N. (2024). Understanding how reflective journal writing stimulates reflective reasoning: A literature review. British Journal of Teacher Education and Pedagogy, 3(2), 1–7. https://doi.org/10.32996/bjtep.2024.3.2.1
Bağ, H. K., & Gürsoy, E. (2021). The effect of critical thinking embedded English course design on the improvement of critical thinking skills of secondary school learners. Thinking Skills and Creativity, 41, 100910. https://doi.org/10.1016/j.tsc.2021.100910
Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Costa, A. R., Lima, N., Viegas, C., & Caldeira, A. (2024). Critical minds: Enhancing education with ChatGPT. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2415286
Dewey, J. (2012). How we think. Dover Publications.
Djonov, E., & Tseng, C.-I. (2021). Harnessing the potential of transmedia narratives for critical multimodal literacy. Critical Discourse Studies, 18(3), 349–367. https://doi.org/10.1080/17405904.2020.1804954
Djumingin, S., et al. (2004). Evaluasi pembelajaran bahasa dan sastra Indonesia. Universitas Negeri Makassar.
Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity, 39, 100759. https://doi.org/10.1016/j.tsc.2020.100759
Fitri, Z., Maulani, E., Afra, L., Amna, K., Karima, A., & Maulida, L. (2025). Pemanfaatan alat bantu kecerdasan buatan untuk melatih skill menulis murid. Jurnal Malikussaleh Mengabdi, 4(1), 140–149. https://doi.org/10.29103/jmm.v4i1.22317
Flower, L., & Hayes, J. R. (2015). A cognitive process theory of writing. College Composition and Communication. https://doi.org/10.2307/356600
Freire, P. (2018). Pedagogy of the oppressed (50th anniversary ed.). Bloomsbury Academic.
Guo, K. (2024). EvaluMate: Using AI to support students’ feedback provision in peer assessment for writing. Assessing Writing, 61, 100864. https://doi.org/10.1016/j.asw.2024.100864
Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education. Center for Curriculum Redesign.
Husaeni, A. S., Hidayat, R., & Khadijah, I. (2023). Peran literasi digital terhadap kemampuan berpikir kritis murid pada mata pelajaran Bahasa Indonesia kelas V MI. Jurnal Ilmiah Ilmu Pendidikan, 6(11), 8913–8918. https://doi.org/10.54371/jiip.v6i11.2697
Kasneci, E., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2023.102274
Karthikeyan, C. (2023). Literature review on pros and cons of ChatGPT implications in education. International Journal of Science and Research, 12(3), 283–291. https://doi.org/10.21275/sr23219122412
Kholid, M. N., Sa’Dijah, C., Hidayanto, E., & Permadi, H. (2022). Students’ reflective thinking pattern changes and characteristics of problem solving. Reflective Practice, 23(3), 319–341. https://doi.org/10.1080/14623943.2021.2025353
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed-methods intervention study. Smart Learning Environments. https://doi.org/10.1186/s40561-024-00295-9
Nur, S., & Pratiwi, Y. (2024). Revolusi buku ajar bermuatan teks multimodal terintegrasi media dalam Kurikulum Merdeka. Ghancaran. https://doi.org/10.19105/ghancaran.vi.11769
Orakcı, Ş. (2021). Exploring the relationships between cognitive flexibility, learner autonomy, and reflective thinking. Thinking Skills and Creativity, 41, 100838. https://doi.org/10.1016/j.tsc.2021.100838
Sudrajad, W., Fikri, M. H., & Putra, R. P. B. (2024). Help me ChatGPT! What ways does ChatGPT influence students’ productivity and creativity in English academic writing? Educatum: Scientific Journal of Education, 2(2), 48–57. https://doi.org/10.59165/educatum.v2i2.65
Teng, M. F. (2024). ChatGPT is the companion, not enemies: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
Uğraş, H., Uğraş, M., Papadakis, S., & Kalogiannakis, M. (2024). ChatGPT-supported education in primary schools: The potential of ChatGPT for sustainable practices. Sustainability, 16(22), 9855. https://doi.org/10.3390/su16229855
Velander, J., Otero, N., & Milrad, M. (2024). What is critical (about) AI literacy? Exploring conceptualizations present in AI literacy discourse. Postdigital Science and Education, 139–160. https://doi.org/10.1007/978-3-031-58622-4_8
Yeh, H.-C., Yang, S.-H., Fu, J. S., & Shih, Y.-C. (2022). Developing college students’ critical thinking through reflective writing. Higher Education Research & Development, 42(1), 244–259. https://doi.org/10.1080/07294360.2022.2043247
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(39). https://doi.org/10.1186/s41239-019-0171-0