Pengaruh Artificial Intelligence (AI) terhadap Kemampuan Berpikir Kritis Mahasiswa Program Studi Pendidikan Agama Islam Universitas Muhammadiyah Surabaya

Penelitian ini bertujuan untuk mengkaji pengaruh penggunaan Artificial Intelligence (AI) terhadap kemampuan berpikir kritis mahasiswa Program Studi Pendidikan Agama Islam (PAI) Universitas Muhammadiyah Surabaya. Penelitian ini dilatarbelakangi oleh fenomena penggunaan AI di kalangan mahasiswa yang cenderung bersifat pasif, yakni menerima hasil yang diberikan tanpa memverifikasi kebenarannya, sehingga menimbulkan pertanyaan apakah penggunaan AI mendorong kemampuan berpikir kritis atau justru menumbuhkan ketergantungan yang melemahkan daya nalar mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode analisis regresi linier sederhana, dilakukan di Universitas Muhammadiyah Surabaya dengan sampel sebanyak 100 responden yang ditentukan menggunaka teknik simple random sampling. Data dikumpulkan melalui kuesioner tertutup berskala Likert 1-4 yang terdiri dari 25 pernyataan untuk mengukur intensitas penggunaan AI dan kemampuan berpikir kritis berdasarkan enam indikator Facion, yaitu interpretasi, analisis, inferensi, evaluasi, eksplanasi, dan regulasi diri, yang diperkuat dengan wawancara dan studi dokumentasi. Hasil penelitian menunjukkan bahwa tingkat penggunaan AI mahasiswa berada pada kategori tinggi dengan rata-rata skor 29,46 dari skor ideal 40, dengan platform yang paling banyak digunakan adalah ChatGPT (82%), disusul Gemini (39%), Perplexity (16%), dan Claude (8%). Kemampuan berpikir kritis mahasiswa juga tergolong tinggi dengan rata-rata skor 47,65 dari skor ideal 60, dengan indikator regulasi diri tercatat skor tertinggi dan indikator evaluasi mencatat skor terendah. Hasil uji hipotesis menunjukkan nilsi signifikansi 0,000 (p < 0,05) dengan persamaan regresi Ŷ = 29,002 + 0,633X, nilai F hitung sebesar 38,768, dan nilai t hitung sebesar 6,226 lebih besar dari t tabel 1,984, sehingga H0 ditolak dan H1 diterima. Koefisien determinasi (R²) sebesar 0,284 menunjukkan bahwa penggunaan AI berkontribusi sebesar 28,4% terhadap variasi kemampuan berpikir kritis mahasiswa, sedangkan 71,6% sisanya dipengaruhi faktor lain. Temuan wawancara mendukung hasil tersebut, dan memverifikasi data, meskipun tetap disertai kesadaran akan keterbatasan AI dalam memvalidasi konten keagamaan. Dapat disimpulkan bahwa Penggunaan Artificial Intelligence berpengaruh positif dan signifikan terhadap kemampuan berpikir kritis mahasiswa program studi Pendidikan Agama Islam Universitas Muhammadiyah Surabaya, sehingga penggunaan AI yang disertai sikap kritis dan verifikasi memadai dapat mendukung proses berpikir kritis mahasiswa di lingkungan akademik.

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This study aims to examine the effect of the use of Artificial Intelligence (AI) on the critical thinking skills of students in the Islamic Education (PAI) Study Program at Muhammadiyah University of Surabaya. This study was motivated by the phenomenon of AI use among students that tends to be passive, namely accepting AI-generated results without verifying their accuracy, raising the question of whether AI use promotes critical thinking skills or instead fosters dependence that weakens students’ reasoning abilities. This study employed a quantitative approach using simple linear regression analysis. It was conducted at Muhammadiyah University of Surabaya with a sample of 100 respondents selected using simple random sampling. Data were collected using a closed-ended questionnaire with a 1– 4 Likert scale consisting of 25 statements to measure the intensity of AI use and critical thinking skills based on Facione’s six indicators: interpretation, analysis, inference, evaluation, explanation, and self-regulation. The data were further supported by interviews and documentation studies. The results showed that the level of AI use among students was categorized as high, with an average score of 29.46 out of an ideal score of 40. The most widely used platform was ChatGPT (82%), followed by Gemini (39%), Perplexity (16%), and Claude (8%). Students’ critical thinking skills were also categorized as high, with an average score of 47.65 out of an ideal score of 60. Self-regulation had the highest score, while evaluation had the lowest score. The hypothesis test results showed a significance value of p < 0.001, with the regression equation Ŷ = 29.002 + 0.633X, an F-value of 38.768, and a calculated t-value of 6.226, which was greater than the critical t-value of 1.984; therefore, H0 was rejected and H1 was accepted. The coefficient of determination (R²) of 0.284 indicated that AI use contributed 28.4% to the variation in students’ critical thinking skills, while the remaining 71.6% was influenced by other factors. The interview findings supported these results and provided data verification, although there was still an awareness of the limitations of AI in validating religious content. It can be concluded that the use of Artificial Intelligence has a positive and significant effect on the critical thinking skills of students in the Islamic Education Study Program at Muhammadiyah University of Surabaya. Therefore, AI use accompanied by a critical attitude and adequate verification can support students’ critical thinking processes in the academic environment.