Abstract
ABSTRACT
The use of Artificial Intelligence (AI) in academic activities provides rapid access to information while also requiring students to remain engaged in the processes of evaluating and constructing knowledge. This study analyzes a Higher Order Thinking Skills (HOTS) literacy strategy to reduce students’ cognitive dependence on AI through the integration of AI literacy, higher-order thinking abilities, and academic culture at Universitas Darussalam Gontor. The study employed an exploratory qualitative approach involving two library staff members and five students who actively used AI for academic activities. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed interactively using the Miles and Huberman model through data collection, reduction, display, conclusion drawing, and verification. The findings indicate that AI was positioned as cognitive support for obtaining initial information, understanding learning materials, and assisting with academic tasks rather than replacing students’ reasoning. AI-generated outputs were examined against journals, books, course materials, and other scholarly sources before being processed through students’ own understanding. This practice was reinforced through AI literacy, HOTS development, and academic values of honesty, amanah, and responsibility. Through this approach, AI continues to support learning while students retain control over analysis, evaluation, verification, and academic decision-making.
ABSTRAK
Penggunaan Artificial Intelligence (AI) dalam kegiatan akademik membuka akses cepat terhadap informasi, tetapi sekaligus menuntut mahasiswa tetap terlibat dalam proses menilai dan membangun pengetahuan. Penelitian ini menganalisis strategi literasi Higher Order Thinking Skills (HOTS) untuk mengurangi ketergantungan kognitif mahasiswa terhadap AI melalui keterpaduan literasi AI, kemampuan berpikir tingkat tinggi, dan budaya akademik di Universitas Darussalam Gontor. Kajian dilakukan dengan pendekatan kualitatif eksploratif terhadap dua staf perpustakaan dan lima mahasiswa yang aktif menggunakan AI dalam kegiatan akademik. Informasi dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, lalu dianalisis secara interaktif menggunakan model Miles dan Huberman melalui pengumpulan, reduksi, penyajian data, serta penarikan kesimpulan dan verifikasi. Temuan memperlihatkan bahwa AI ditempatkan sebagai cognitive support untuk memperoleh informasi awal, memahami materi, dan membantu penyusunan tugas, bukan sebagai pengganti penalaran mahasiswa. Setiap keluaran AI diperiksa melalui jurnal, buku, materi perkuliahan, dan sumber ilmiah lain, kemudian diolah kembali dengan pemahaman sendiri. Praktik tersebut diperkuat melalui literasi AI, penguatan HOTS, serta nilai kejujuran, amanah, dan tanggung jawab akademik. Dengan pola ini, AI tetap mendukung pembelajaran, sementara kontrol atas analisis, evaluasi, verifikasi, dan keputusan akademik dipertahankan oleh mahasiswa.