Dependence on Artificial Intelligence and the Risk of Declining Cognitive Engagement in Learning
DOI:
https://doi.org/10.61166/lpki.v2i3.76Keywords:
Kecerdasan buatan generatif, cognitive offloading, berpikir kritis, metakognisi, pembelajaran mendalamAbstract
The development of generative artificial intelligence, particularly large language models such as ChatGPT, has transformed the ways in which students search for information, complete academic tasks, and produce academic texts. Alongside these benefits, concerns have emerged that excessive use of AI may reduce cognitive engagement, memory, critical thinking, and learning autonomy. This study aims to analyze the relationship between the use of generative AI and cognitive engagement in the learning process from the perspective of Anita Woolfolk’s educational psychology. This study employs a library research method by examining Woolfolk’s Educational Psychology, as well as empirical studies and scholarly literature on generative AI, cognitive offloading, critical thinking, memory, and learning. The data are analyzed descriptively and analytically by comparing cognitive psychology concepts with recent research findings on the use of AI in education. The findings indicate that AI cannot simply be characterized as making humans “stupid.” However, the use of AI that replaces the processes of understanding, remembering, evaluating, problem-solving, and reflecting on knowledge may reduce students’ opportunities to engage in the cognitive activities required for deep learning. From Woolfolk’s perspective, learning requires active student engagement, the development of metacognition and critical thinking, knowledge construction, and the application of knowledge across different contexts. Therefore, AI should be positioned as a cognitive scaffold and learning partner rather than as a substitute for students’ thinking processes.
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