Kecerdasan Buatan (AI) dalam Pendidikan: Potensi, Implementasi dan Implikasi Etis
Abstract
The presence of Artificial Intelligence (AI) in educational practice should improve mobility and learning outcomes and enhance students' learning skills. On the other hand, students see AI as a system that helps them accomplish practical learning tasks. This condition creates conflicts and dilemmas in the use of AI in learning. Studies on AI in education recommend metacognition as an important ability for students to utilize AI well. The research aims to find the formulation of metacognitive competencies needed by students in using AI as content in curriculum guidance. The research method used Systematic Literature Review with PRISMA model. The results of the literature review show that metacognitive studies in education and adolescent development refer to a longitudinal study conducted by Roger Azevedo. The potential, implementation and ethical implications are integrated in the Curriculum guidelines in improving metacognitive skills related to AI use are 1) self-regulation, 2) critical thinking, and 3) decision-making processes. Guidance activities that can be done in developing metacognition should be inquiry-oriented such as paired activities (brainstorming), self-assessment, experiential activities, and information selection.
References
Anggraeni, A. D. (2017). The role of school counselors in forming student becoming a digital citizen. Teraputik: Jurnal Bimbingan Dan Konseling, *1*(2). https://doi.org/10.26539/teraputik.12149
Azevedo, R. (2020). Reflections on the field of metacognition: issues, challenges, and opportunities. Metacognition and Learning, *15*(2), 91-98. https://doi.org/10.1007/s11409-020-09231-x
Bataeva, E. V. (2019). Cognitive and metacognitive skills of students in the context of smart-education. The Education and Science Journal, *21*(4), 36-59. https://doi.org/10.17853/1994-5639-2019-4-36-59
Bozkurt, A., Kilgore, W., & Crosslin, M. (2018). Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience. Australasian Journal of Educational Technology, *34*(3). https://doi.org/10.14742/ajet.3273
Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., ... & Jandrić, P. (2023). Generative artificial intelligence (AI) and the future of education: A critical perspective. Asian Journal of Distance Education, *18*(2), 1-24. https://doi.org/10.5281/zenodo.8215830
Braad, E., Degens, N., Barendregt, W., & IJsselsteijn, W. (2022). Improving metacognition through self-explication in a digital self-regulated learning tool. Educational Technology Research and Development, *70*(6), 2063-2090. https://doi.org/10.1007/s11423-022-10156-2
Burkhard, M., Seufert, S., & Guggemos, J. (2021). Paradigm shift in human-machine interaction: A new learning framework for required competencies in the age of artificial intelligence? Proceedings of the 13th International Conference on Computer Supported Education, 294-302. https://doi.org/10.5220/0010473302940302
Chen, S., & McDunn, B. A. (2022). Metacognition: History, measurements, and the role in early childhood development and education. Learning and Motivation, *78*, 101786. https://doi.org/10.1016/j.lmot.2022.101786
Chiu, T. K. F., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2023). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2172044
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of hard and soft scaffolding. Science Education, *107*(3), 762-782. https://doi.org/10.1002/sce.21781
Crompton, H., Bernacki, M., & Greene, J. A. (2020). Psychological foundations of emerging technologies for teaching and learning in higher education. Current Opinion in Psychology, *36*, 101-105. https://doi.org/10.1016/j.copsyc.2020.04.011
Damayanti, A. M., Syamsiyah, N., Astuti, E., Dania, U., & Kusumaningtyas, P. (2021). The role of metacognitive skills in developing the 21st century skills. Educational Studies: Conference Series, *1*(1), 26-30. https://doi.org/10.30872/escs.v1i1.856
DeepSeek. (2024). DeepSeek model introductions and applications. DeepSeek. https://www.deepseek.com/
Faiz, A., & Kurniawaty, I. (2023). Tantangan penggunaan ChatGPT dalam pendidikan ditinjau dari sudut pandang moral. EDUKATIF: JURNAL ILMU PENDIDIKAN, *5*(1), 456-463. https://doi.org/10.31004/edukatif.v5i1.4779
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12140-6
Fauvel, S., Yu, H., Miao, C., Cui, L., Song, H., Zhang, L., Li, X., & Leung, C. (2018). Artificial intelligence powered MOOCs: A brief survey. 2018 IEEE International Conference on Agents (ICA), 56-61. https://doi.org/10.1109/AGENTS.2018.8460059
Google. (2023). Gemini: A family of highly capable multimodal models (Technical Report). Google Research. https://blog.google/technology/ai/google-gemini-ai/
Goodrich, K. M., Kingsley, K. V., & Sands, H. C. (2020). Digitally responsive school counseling across the ASCA national model. International Journal for the Advancement of Counselling, *42*(2), 147-158. https://doi.org/10.1007/s10447-020-09396-9
Haridas, M., Gutjahr, G., Raman, R., Ramaraju, R., & Nedungadi, P. (2020). Predicting school performance and early risk of failure from an intelligent tutoring system. Education and Information Technologies, *25*(5), 3995-4013. https://doi.org/10.1007/s10639-020-10144-0
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & 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
Khare, K., Stewart, B., & Khare, A. (2018). Artificial intelligence and the student experience: An institutional perspective. IAFOR Journal of Education, *6*(3), 63-78. https://doi.org/10.22492/ije.6.3.04
Kitsantas, A., Baylor, A. L., & Hiller, S. E. (2019). Intelligent technologies to optimize performance: Augmenting cognitive capacity and supporting self-regulation of critical thinking skills in decision-making. Cognitive Systems Research, *58*, 387-397. https://doi.org/10.1016/j.cogsys.2019.09.003
Lara Nieto-Márquez, N., Baldominos, A., & Pérez-Nieto, M. Á. (2020). Digital teaching materials and their relationship with the metacognitive skills of students in primary education. Education Sciences, *10*(4), 113. https://doi.org/10.3390/educsci10040113
Muthmainnah, Ibna Seraj, P. M., & Oteir, I. (2022). Playing with AI to investigate human-computer interaction technology and improving critical thinking skills to pursue 21st century age. Education Research International, *2022*, 1-17. https://doi.org/10.1155/2022/6468995
Nafi'ah, E. R., Purwanti, E., Permana, F. H., & Fauzi, A. (2022). Metacognitive skills of junior high school students in a pandemic period based on the enriched virtual model of PjBL. Journal of Education Technology, *6*(1), 29-37. https://doi.org/10.23887/jet.v6i1.41470
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2023). Using ChatGPT in education: A review of the literature. Computers and Education: Artificial Intelligence, *5*, 100168. https://doi.org/10.1016/j.caeai.2023.100168
Niemi, H. (2021). AI in learning. Journal of Pacific Rim Psychology, *15*, 183449092110381. https://doi.org/10.1177/18344909211038105
Ogino, R., Hayashi, Y., & Seta, K. (2019). A sustainable training method of metacognitive skills in daily lab activities using gaze-aware reflective meeting reports. The Journal of Information and Systems in Education, *18*(1), 16-26. https://doi.org/10.12937/ejsise.18.16
Pillai, R., Sivathanu, B., Metri, B., & Kaushik, N. (2023). Students' adoption of AI-based teacher-bots (T-bots) for learning in higher education. Information Technology & People. https://doi.org/10.1108/ITP-02-2021-0152
Ramadhan, F. K., Faris, M. I., Wahyudi, I., & Sulaeman, M. K. (2023). Pemanfaatan Chat GPT dalam dunia pendidikan. Jurnal Ilmiah Flash, *9*(1), 25. https://doi.org/10.32511/flash.v9i1.1069
Roe, S., Hong, S., Starnes, A., & Suters, H. (2022). Analyzing moral and ethical beliefs to predict future artificial intelligence development. Issues In Information Systems, *23*(2). https://doi.org/10.48009/2_iis_2022_109
Shaw, J. (2019). Artificial intelligence and ethics. Harvard Magazine, 30.
Shidiq, M. (2023). The use of artificial intelligence-based Chat-GPT and its challenges for the world of education; from the viewpoint of the development of creative writing skills. 1st International Conference on Education, Society and Humanity.
Spector, J. M., & Ma, S. (2019). Inquiry and critical thinking skills for the next generation: from artificial intelligence back to human intelligence. Smart Learning Environments, *6*(1), 8. https://doi.org/10.1186/s40561-019-0088-z
Srivastava, G. (2023). Analyzing artificial intelligence from social science perspectives: Artificial intelligence and human intelligence. In Data-driven approaches for effective managerial decision making. IGI Global. https://doi.org/10.4018/978-1-6684-7568-3.ch007
Usman, A., Susilo, H., Suwono, H., & D. Corebima, A. (2021). The contributions of metacognitive skills towards the retention of different academic ability students for the implementation of several learning models. International Journal of Education and Practice, *9*(3), 550-567. https://doi.org/10.18488/journal.61.2021.93.550.567
Wiedbusch, M., Lester, J., & Azevedo, R. (2023). A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents. Metacognition and Learning, *18*(2), 465-494. https://doi.org/10.1007/s11409-023-09336-z
Yu, H., Miao, C., Leung, C., & White, T. J. (2017). Towards AI-powered personalization in MOOC learning. Npj Science of Learning, *2*(1), 15. https://doi.org/10.1038/s41539-017-0016-3
Zhou, M., & Lam, K. K. L. (2019). Metacognitive scaffolding for online information search in K-12 and higher education settings: a systematic review. Educational Technology Research and Development, *67*(6), 1353-1384. https://doi.org/10.1007/s11423-019-09646-7
Copyright (c) 2025 Siti Nuriah, Yusi Riksa Yustiana, Irfan Fahriza, Vina Dartina
This work is licensed under a Creative Commons Attribution 4.0 International License.
