Pengaruh Penggunaan Kecerdasan Buatan dalam Pembelajaran Bahasa terhadap Keterampilan Berpikir Kritis, Literasi Digital, dan Kompetensi Komunikasi Antarbudaya Mahasiswa PGMI

Patimah Patimah; Mahmudah Mahmudah; Khairunnisa Khairunnisa

doi:10.18860/icied.v11i1.3930

Patimah Patimah Universitas Islam Negeri Antasari Banjarmasin
Mahmudah Mahmudah Universitas Islam Negeri Antasari Banjarmasin
Khairunnisa Khairunnisa Universitas Islam Negeri Antasari Banjarmasin

DOI: https://doi.org/10.18860/icied.v11i1.3930

Keywords: kecerdasan buatan, pembelajaran bahasa, berpikir kritis, literasi digital, komunikasi antarbudaya

Abstract

Pesatnya perkembangan teknologi kecerdasan buatan (Artificial Intelligence/AI) di pendidikan tinggi memunculkan pertanyaan penting mengenai nilai pedagogisnya, khususnya bagi program Pendidikan Guru Madrasah Ibtidaiyah (PGMI) di Indonesia. Penelitian ini mengkaji pengaruh penggunaan AI dalam pembelajaran bahasa terhadap keterampilan berpikir kritis, literasi digital, dan kompetensi komunikasi antarbudaya mahasiswa PGMI di UIN Antasari Banjarmasin. Menggunakan metode campuran (mixed methods) dengan desain explanatory sequential, data kuantitatif dikumpulkan dari 49 mahasiswa melalui instrumen berskala Likert yang tervalidasi (alfa Cronbach = 0,85–0,89) yang mengacu pada kerangka berpikir kritis Paul-Elder, model literasi AI Ng dkk., dan kerangka Intercultural Communicative Competence (ICC) revisi Byram, dilanjutkan dengan pertanyaan terbuka yang dianalisis secara tematik. Hasil regresi menunjukkan bahwa penggunaan AI secara signifikan dan positif memprediksi berpikir kritis (R² = 0,350, f² = 0,538), literasi digital (R² = 0,358, f² = 0,557), dan kompetensi komunikasi antarbudaya (R² = 0,351, f² = 0,541), seluruhnya p < 0,001, dengan pengaruh gabungan yang lebih besar terhadap ketiga kompetensi secara bersamaan (R² = 0,416, f² = 0,713); pengaruh ini tetap kuat setelah mengontrol semester dan lama penggunaan AI. Analisis tematik menunjukkan bahwa peningkatan ini didorong oleh kebiasaan verifikasi hasil AI, regulasi diri secara etis, dan penelusuran lintas budaya yang disengaja, yang dikaitkan mahasiswa dengan kesiapan mereka sebagai calon guru. Temuan ini menunjukkan bahwa penggunaan AI, apabila dilakukan secara reflektif dan etis, berfungsi sebagai katalisator bagi pengembangan kompetensi kritis, digital, dan antarbudaya yang menjadi inti pendidikan guru madrasah ibtidaiyah, sekaligus memberikan landasan empiris bagi integrasi AI yang adaptif dan berorientasi etika ke dalam kurikulum PGMI di Indonesia.

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