GENERATION GHOST: MODEL STRUKTURAL COGNITIVE OFFLOADING BERBASIS ARTIFICIAL INTELLIGENCE TERHADAP ILLUSION OF COMPETENCE MELALUI CRITICAL THINKING PADA PELAJAR SMA DI MAKASSAR
DOI:
https://doi.org/10.51878/paedagogy.v6i4.15482Keywords:
Artificial Intelligence, Cognitive Offloading, Critical Thinking, Illusion Of CompetenceAbstract
ABSTRACT
The use of generative artificial intelligence (AI) in learning enables students to delegate some cognitive processes to technology, a practice known as cognitive offloading. Although this practice may improve efficiency, using AI without critical evaluation may contribute to an illusion of competence, defined as a discrepancy between perceived understanding and actual performance. This study examined the relationship between AI-based cognitive offloading and the illusion of competence, as well as the mediating role of critical thinking among high school students in Makassar. A quantitative cross-sectional correlational design and purposive sampling were employed, involving 356 students aged 15–18 years. Cognitive offloading was measured using an adapted Cognitive Outsourcing Behavior Toward Artificial Intelligence Scale, critical thinking using the Critical Thinking Disposition Scale for High School Students, and the illusion of competence through the discrepancy between Judgment of Learning and performance on an objective PISA-based test. Data were analyzed using Confirmatory Factor Analysis and path analysis in Mplus 8.4. The CFA results indicated acceptable measurement models for cognitive offloading and critical thinking. Path analysis showed that cognitive offloading was positively associated with the illusion of competence and negatively associated with critical thinking, while critical thinking was negatively associated with the illusion of competence. The significant indirect effect indicated complementary partial mediation. These findings highlight the importance of analyzing, evaluating, and verifying AI-generated output to support accurate judgments of understanding.
ABSTRAK
Penggunaan artificial intelligence (AI) generatif dalam pembelajaran memungkinkan pelajar menyerahkan sebagian proses kognitif kepada teknologi atau melakukan cognitive offloading. Meskipun meningkatkan efisiensi, penggunaan tanpa evaluasi kritis dapat menimbulkan illusion of competence, yaitu ketidaksesuaian antara keyakinan terhadap pemahaman dan performa aktual. Penelitian ini bertujuan menguji hubungan cognitive offloading berbasis AI dengan illusion of competence serta peran mediasi critical thinking pada pelajar SMA di Kota Makassar. Penelitian menggunakan pendekatan kuantitatif dengan desain cross-sectional correlational dan purposive sampling, melibatkan 356 pelajar berusia 15–18 tahun. Cognitive offloading diukur menggunakan adaptasi Cognitive Outsourcing Behavior Toward Artificial Intelligence Scale, critical thinking menggunakan Critical Thinking Disposition Scale for High School Students, sedangkan illusion of competence dioperasionalkan melalui ketidaksesuaian antara Judgment of Learning dan tes objektif berbasis PISA. Data dianalisis menggunakan Confirmatory Factor Analysis dan path analysis pada Mplus 8.4. Hasil CFA menunjukkan bahwa model pengukuran cognitive offloading dan critical thinking memiliki kesesuaian yang dapat diterima. Path analysis menunjukkan bahwa cognitive offloading berhubungan positif dengan illusion of competence dan negatif dengan critical thinking, sedangkan critical thinking berhubungan negatif dengan illusion of competence. Efek tidak langsung melalui critical thinking juga signifikan dan menunjukkan complementary partial mediation. Temuan ini menegaskan bahwa kemampuan menganalisis, mengevaluasi, dan memverifikasi keluaran AI merupakan bagian penting dalam menjaga ketepatan pelajar ketika menilai pemahamannya.
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