Dari mesin jawaban menjadi teman berpikir: Reorientasi peran artificial intelligence dalam pembelajaran mendalam di pendidikan tinggi

Qorinul Huda; Pamelia Nuryatman

doi:10.24071/usdb.v4.584

Authors

Qorinul Huda Badan Pusat Statistik Author
Pamelia Nuryatman SD Negeri Kedungputri 4 Paron Author

DOI:

https://doi.org/10.24071/usdb.v4.584

Keywords:

Generative AI, Pembelajaran Mendalam, Thinking Partner

Abstract

Perkembangan generative artificial intelligence (GenAI) telah mengubah cara mahasiswa memperoleh, mengolah, dan menghasilkan pengetahuan di pendidikan tinggi. Kemudahan memperoleh jawaban secara instan meningkatkan efisiensi pembelajaran, tetapi juga berpotensi mendorong cognitive offloading dan mengurangi keterlibatan mahasiswa dalam proses berpikir. Artikel ini bertujuan menganalisis pembelajaran mendalam (deep learning pedagogy) sebagai respons pedagogis terhadap disrupsi GenAI serta merumuskan reorientasi peran AI dari answer machine menjadi thinking partner. Penelitian menggunakan pendekatan kualitatif dengan desain analisis konseptual melalui sintesis literatur ilmiah, teori, dan dokumen kebijakan mengenai GenAI, cognitive offloading, konstruktivisme, berpikir kritis, metakognisi, dan pembelajaran mendalam. Hasil sintesis menunjukkan bahwa persoalan utama penggunaan GenAI bukan keberadaan cognitive offloading, melainkan pendelegasian aktivitas kognitif yang menggantikan proses berpikir yang menjadi tujuan pembelajaran. Artikel ini merumuskan efficiency–depth paradox, yaitu ketegangan antara peningkatan efisiensi melalui AI dan kebutuhan untuk mempertahankan kedalaman proses belajar. Pembelajaran mendalam melalui prinsip mindful, meaningful, dan joyful learning dapat berfungsi sebagai pedagogical safeguards. Reorientasi AI sebagai thinking partner menempatkan mahasiswa sebagai primary thinker, sementara AI berfungsi sebagai scaffolding untuk questioning, exploration, feedback, verification, dan reflection.

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