Menelaah Era Kecerdasan Buatan: Dampak Large Language Models pada Kompetensi Menulis Mahasiswa
Examining the AI Era: Impacts of Large Language Models on Students' Writing Competence
DOI:
https://doi.org/10.64674/boraspatijournal.v3i1.62Keywords:
Artificial Intelligence, Kompetensi Menulis, Large Language Models, Pendidikan Tinggi, Pembelajaran AkademikAbstract
Perkembangan Large Language Models (LLMs) telah mengubah praktik penulisan akademik di pendidikan tinggi sekaligus memunculkan perdebatan mengenai dampaknya terhadap kompetensi menulis mahasiswa. Penelitian ini bertujuan untuk menelaah secara komprehensif dampak Large Language Models terhadap kompetensi menulis mahasiswa melalui sintesis hasil penelitian terkini. Penelitian menggunakan metode library research dengan pendekatan kualitatif melalui analisis terhadap artikel-artikel ilmiah bereputasi yang membahas pemanfaatan LLM dalam pembelajaran menulis akademik. Hasil penelitian menunjukkan empat temuan utama. Pertama, LLM mendorong transformasi proses berpikir mahasiswa dari sekadar menghasilkan teks menjadi menyusun argumen secara lebih kritis melalui proses refleksi dan revisi. Kedua, kehadiran AI mengubah paradigma integritas akademik sehingga asesmen berbasis proses, refleksi, dan ujian lisan menjadi semakin relevan. Ketiga, peran dosen bergeser dari penyampai materi menjadi fasilitator yang merancang pengalaman belajar berbantuan AI. Keempat, LLM memperluas akses mahasiswa terhadap dukungan belajar yang lebih personal dan inklusif. Penelitian ini menyimpulkan bahwa LLM tidak secara langsung meningkatkan atau menurunkan kompetensi menulis mahasiswa, tetapi mentransformasi cara kompetensi tersebut dibangun melalui integrasi pedagogis yang mendorong berpikir kritis, refleksi, dan integritas akademik.
Downloads
References
Afrita, J. (2023). Peran Artificial Intelligence dalam Meningkatkan Efisiensi dan Efektifitas Sistem Pendidikan. COMSERVA : Jurnal Penelitian Dan Pengabdian Masyarakat, 2(12), 3181–3187. https://doi.org/10.59141/comserva.v2i12.731
Almahasees, Z., Al Awabdeh, A., & Mahmoud, S. (2024). ChatGPT and Higher Education: A Pathway to Unprecedented Progress. Journal of Higher Education Theory and Practice, 24(5). https://doi.org/10.33423/jhetp.v24i5.7004
Chala, G. T., Degago, A. T., Endashaw, A. A., & Tsegaye, A. G. (2025). The effects of reflective writing on EFL student- teachers’ critical thinking: a quasi- experimental. Humanities & Social Sciences Communications, 1–11. https://doi.org/10.4324/9781315458090
Cooper, N., Clark, A. T., Lecomte, N., Qiao, H., & Ellison, A. M. (2024). Harnessing large language models for coding, teaching and inclusion to empower research in ecology and evolution. Methods in Ecology and Evolution, 15(10), 1757–1763. https://doi.org/10.1111/2041-210X.14325
Drori, I., Zhang, S. J., Shuttleworth, R., Zhang, S., Tyser, K., Chin, Z., Lantigua, P., Surbehera, S., Hunter, G., Austin, D., Tang, L., Hicke, Y., Simhon, S., Karnik, S., Granberry, D., & Udell, M. (2023). From Human Days to Machine Seconds: Automatically Answering and Generating Machine Learning Final Exams. In Proceedings of the ACM SIGKDD International Conference on Knowledge Discovery and Data Mining (Vol. 1, Issue 1). Association for Computing Machinery. https://doi.org/10.1145/3580305.3599827
Faisal, E. (2024). Unlock the potential for Saudi Arabian higher education: a systematic review of the benefits of ChatGPT. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1325601
Fan, W., Cheng, L., Wang, Y., Zhao, Q., & Li, Y. (2026). In-Class AI Use and Attitudes Among University Students: The Different Mediating Roles of Cognitive Relief and Cognitive Offloading. Behavioral Sciences, 16(6), 1014. https://doi.org/10.3390/bs16061014
Guleria, A., Krishan, K., Sharma, V., & Kanchan, T. (2023). ChatGPT: ethical concerns and challenges in academics and research. Journal of Infection in Developing Countries, 17(9), 1292–1299. https://doi.org/10.3855/jidc.18738
Herlina, S., & Juandi, D. (2022). Systematics Literature Review: Pengembangan Mathematical Proficiency dalam Pembelajaran Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(2), 2122–2133. https://doi.org/10.31004/cendekia.v6i2.1417
Hilal, S., Yusanto, Y., & Saylendra, A. (2024). Kecerdasan Buatan Sebagai Sumber Motivasi: Perspektif Mahasiswa dalam Menyelesaikan Tugas Akhir. Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA), 5(2), 131–140. https://doi.org/10.56842/jp-ipa.v5i2.395
Ibda, H. (2020). Pembelajaran Bahasa Indonesia Berwawasan Literasi Baru di Perguruan Tinggi dalam Menjawab Tantangan Era Revolusi Industri 4.0. Jalabahasa, 15(1), 48–64. https://doi.org/10.36567/jalabahasa.v15i1.227
Isno, M. (2018). Pengaruh Pembelajaran multiliteracy terhadap Kemampuan academic writing dan Teaching skill pada Semester VIII Program Studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto. Ta’dibia: Jurnal Ilmiah Pendidikan Agama Islam, 7(2), 7. https://doi.org/10.32616/tdb.v7.2.84.7-22
Jiang, L., Cui, Y., Liu, R., & Luo, F. (2025). Evaluating the Critical Thinking of Large Language Models: Insights and Limitations. Journal of Pacific Rim Psychology, 19, 1–14. https://doi.org/10.1177/18344909251406111
Kong, S. C., Lee, J. C. K., & Tsang, O. (2024). A pedagogical design for self-regulated learning in academic writing using text-based generative artificial intelligence tools: 6-P pedagogy of plan, prompt, preview, produce, peer-review, portfolio-tracking. Research and Practice in Technology Enhanced Learning, 19. https://doi.org/10.58459/rptel.2024.19030
Kozok, U., & Siaputra, I. B. (2023). Improving Integrity in Research and Higher Education: An Indonesian Perspective [Meningkatkan Integritas Dalam Riset dan Pendidikan Tinggi: Sebuah Perspektif Indonesia]. ANIMA Indonesian Psychological Journal, 38(1), 038102. https://doi.org/10.24123/aipj.v38i1.5490
Miles, M. ., Huberman, A.M, & Saldana, J. (2014). Qualitative Data Analysis, A Methods Sourcebook. (Tjetjep Rohindi Rohidi (ed.); 3rd ed.). Sage Publications.
Moya, B., Eaton, S., Pethrick, H., Hayden, A., Brennan, R., Wiens, J., & McDermott, B. (2024). Academic Integrity and Artificial Intelligence in Higher Education (HE) Contexts: A Rapid Scoping Review. Canadian Perspectives on Academic Integrity, 7(3). https://doi.org/10.55016/ojs/cpai.v7i3.78123
Oh, S. H., & Sanfilippo, M. (2024). University Governance for Responsible AI. Proceedings of the ALISE Annual Conference. https://doi.org/10.21900/j.alise.2024.1706
Putri, K. Y., & Naf’ihima, F. A.-R. (2025). Pre-Service Teacher’ Perceptions of Generative AI: Dependency, Effect, and Ethics. EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL, 7(1), 1. https://doi.org/10.32503/edulink.v7i1.6834
Puusepp, V. (2025). KUIDAS MÕISTA TEHISINTELLEKTI ROLLI AKADEEMILISE TEKSTI LOOMES ? 145–172.
Qadhi, S. M., Alduais, A., Chaaban, Y., & Khraisheh, M. (2024). Generative AI, Research Ethics, and Higher Education Research: Insights from a Scientometric Analysis. Information, 15(6), 325. https://doi.org/10.3390/info15060325
Rahma, S. L., & Taufiq, U. (2024). Analisis Tingkat Akurasi Metode Pendeteksian Plagiarisme Ide dengan menggunakan Yake dan Sentence Transformer. Journal of Internet and Software Engineering, 5(1), 15–22. https://doi.org/10.22146/jise.v5i1.9073
Ramli, M. (2023). Mengeksplorasi Tantangan Etika Dalam Penggunaan Chat GPT Sebagai Alat Bantu Penulisan Ilmiah: Pendekatan Terhadap Integritas Akademik. TA’DIBAN: Journal of Islamic Education, 4(1), 1–10. https://doi.org/10.61456/tjie.v4i1.129
Ravelo, V. M., Ancho, I. V., Mecha, J. P. F., & Albakri, I. S. M. A. (2026). Leveraging artificial intelligence as a Vygotskian tool to enhance Filipino university students’ language learning and critical thinking skills. Palawan Scientist, 18(1), 192–206. https://doi.org/10.69721/TPS.J.2026.18.1.20
Storey, V. (2026). When AI writes the doctoral thesis: reclaiming the oral defence as a learning development intervention. Journal of Learning Development in Higher Education, 2026(39). https://doi.org/10.47408/jldhe.vi39.1809
Upadhyay, A., Farahmand, E., Muñoz, I., Akber Khan, M., & Witte, N. (2024). Influence of LLMs on Learning and Teaching in Higher Education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4716855
Wilby, R. L., & Esson, J. (2024). AI literacy in geographic education and research: Capabilities, caveats, and criticality. Geographical Journal, 190(1), 1–8. https://doi.org/10.1111/geoj.12548
Zhao, H., Dang, T. N. Y., & Finlayson, N. (2025). Operationalising critical thinking in postgraduate disciplinary writing: insights from corpus and cluster analyses of lecturer feedback. Assessment and Evaluation in Higher Education, 50(3), 422–441. https://doi.org/10.1080/02602938.2024.2406869
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ipan Sihite (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
