Model Pembelajaran Generative AI untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa

Alan Deta; Beta Fitri Siregar; Ridwan Syahputra

doi:10.69688/jpip.v4i2.213

Penulis

Alan Deta Universitas Satya Karya Mahkota
Beta Fitri Siregar Universitas Satya Karya Mahkota
Ridwan Syahputra Universitas Satya Karya Mahkota

DOI:

https://doi.org/10.69688/jpip.v4i2.213

Kata Kunci:

Berpikir Kritis, Generative AI, Kecerdasan Artifisial, Mahasiswa, Model Pembelajaran

Abstrak

Pemanfaatan Generative Artificial Intelligence (Generative AI) dalam pendidikan tinggi membuka peluang untuk menghadirkan pembelajaran yang interaktif, adaptif, dan dialogis, tetapi manfaat tersebut bergantung pada desain pedagogis yang menjaga keterlibatan kognitif mahasiswa. Penelitian ini bertujuan mengembangkan dan menguji efektivitas model pembelajaran berbasis Generative AI untuk meningkatkan kemampuan berpikir kritis mahasiswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental pretest-posttest control group. Sebanyak 120 mahasiswa terlibat, terdiri atas kelompok eksperimen (n = 60) dan kelompok kontrol (n = 60). Model pembelajaran dikembangkan dalam lima tahap, yaitu orientasi masalah, eksplorasi dengan Generative AI, verifikasi kritis, kolaborasi dan argumentasi, serta refleksi metakognitif. Data dikumpulkan melalui tes kemampuan berpikir kritis dan lembar validasi model, kemudian dianalisis menggunakan statistik deskriptif, uji-t, N-gain, dan Cohen’s d. Hasil validasi ahli menunjukkan rata-rata kelayakan model sebesar 4,28 dari 5 (kategori sangat baik). Skor berpikir kritis kelompok eksperimen meningkat dari 64,00 menjadi 81,06, sedangkan kelompok kontrol meningkat dari 62,74 menjadi 70,42. Perbedaan posttest antarkelompok signifikan (t = 6,167; p < 0,001) dengan ukuran efek besar (d = 1,126). Temuan menunjukkan bahwa Generative AI lebih berpotensi mendukung berpikir kritis ketika ditempatkan dalam siklus eksplorasi, verifikasi, argumentasi, dan refleksi, bukan sekadar digunakan untuk menghasilkan jawaban.

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