Ketergantungan penggunaan AI pada pendidikan tinggi: Ancaman terhadap keterampilan membaca teks akademik Dependence of AI on higher education: A threat to the skill of academic reading
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Abstract
This study investigates the relationship between students’ dependence on the use of AI Chatbots for academic purposes and students’ ability to read academic text. The study was a correlational design on 39 students of the Indonesian Language Education Program a university in Indonesia. Dependence on the use of AI was assessed through a questionnaire; academic reading ability was measured through an essay test. The data were analyzed using SPSS with Pearson’s, with effect size (r) and significance (p) reported. The results showed that the participants had a moderate dependence on AI Chatbots (M=2,78; SD=0.64) and reading scores in the basic category (M=47,74; SD=16,67). A weak but significant negative correlation was found (r = -0,370; p = 0,020). These results prove that a higher dependence on AI use can be associated with reduced cognitive ability in reading academic texts. Although limited by a small sample and the scope of one university, this study offers preliminary evidence about the risks of using AI in language education, especially reading academic texts, which runs counter to the assumption that AI is universally beneficial. This study recommends large-scale research in various contexts.
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Pujiastuti, I., Damaianti, V. S., Mulyati, Y., Sastromihardjo, A., & Lestari, D. (2025). Ketergantungan penggunaan AI pada pendidikan tinggi: Ancaman terhadap keterampilan membaca teks akademik . Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 8(2), 473-484. https://doi.org/10.30872/diglosia.v8i2.1243
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Lin, H., & Chen, Q. (2024). Artificial intelligence (AI)-integrated educational applications and college students’ creativity and academic emotions: Students and teachers’ perceptions and attitudes. BMC Psychology, 12(1), 1–16. https://doi.org/10.1186/s40359-024-01979-0
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. https://static.googleusercontent.com/media/edu.google.com/en//pdfs/Intelligence-Unleashed-Publication.pdf
Madden, O. N., Grant, K., Jackson, M., & Waite, D. (2024). ChatGPT and artificial intelligence in higher education in Jamaica: Opportunity or threat? Reviewing stakeholders’ perceptions. CALL for Humanity - EuroCALL 2024 Short Papers, 1–9. https://doi.org/10.4995/EuroCALL2024.2024.19098
Malmström, H., Stöhr, C., & Ou, W. (2023). Chatbots and other AI for learning: A survey of use and views among university students in Sweden. In Chalmers Studies in Communication and Learning in Higher Education 2023:1. https://doi.org/10.17196/cls.csclhe/2023/01
Manarin, K., Carey, M., Rathburn, M., & Ryland, G. (2015). Critical reading in higher education: Academic goals and social. Indiana University Press.
Meneses, A. (2018). Academic language as a predictor of reading comprehension in monolingual Spanish-speaking readers: Evidence from Chilean early adolescents. Reading Research Quarterly, 53(2), 223–247. https://doi.org/10.1002/rrq.192
Mohd Zin, Z., Eng, W. B., & Rafik-Galea, S. (2014). Critical reading ability and its relation to L2 proficiency of Malaysian ESL learners. 3L: Language, Linguistics, Literature, 20(2), 43–54. https://doi.org/10.17576/3l-2014-2002-04
Morissan. (2016). Statistik sosial. Kencana Prenada Media Group.
Mulawarman, W. G., & Noviyanti, N. (2020). Manajemen bahasa penulisan proposal mahasiswa nonkebahasaan. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 3(1), 53–64. https://doi.org/10.30872/diglosia.v3i1.49
Müller, V. C., & Bostrom, N. (2014). Future progress in artificial intelligence: A survey of expert opinion. In V. C. Müller (Ed.), Fundamental issues of artificial intelligence (pp. 1–19). Springer. https://doi.org/10.1007/978-3-319-26485-1_33
NAEP. (2022). The NAEP reading achievement levels by grade. National Center for Education Statistics.
NAGB. (2022). Reading assessment framework for the 2022 and 2024 National Assessment of Educational Progress (pp. 1–76).
Ndaba, N. E., & Ngcobbo, S. (2024). Undergraduates’ Chatgpt dependence as an effective tool for learning in South Africa. Business Excellence and Management, 14(S.I.4), 5–18. https://doi.org/10.24818/beman/2024.s.i.4-01
Njonge, T. (2023). Influence of psychological well-being and school factors on delinquency, during the Covid-19 period among secondary school students in selected schools in Nakuru County: Kenya. VII(2454), 1175–1189. https://doi.org/10.47772/IJRISS
Panjaitan, K. L., Sinurat, J. M., Tarigan, Y., & Utara, U. S. (2024). Pengaruh chatgpt terhadap pengerjaan tugas kuliah pada mahasiswa di era society 5.0. Stratēgo: Jurnal Manajemen Modern, 6(1), 1–19. https://journalpedia.com/1/index.php/jmm/article/view/612
Prayogi, A., Mulyati, Y., Sastromiharjo, A., & Damaianti, V. S. (2023). Peran pengajaran membaca dan menulis dalam meningkatkan kemampuan menulis esai argumentasi. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 6(1), 141–154. https://doi.org/10.30872/diglosia.v6i1.567
Pujiastuti, I., Damaianti, V. S., Mulyati, Y., Sastromiharjo, A., & Lestari, D. (2025). Ketergantungan penggunaan AI pada pendidikan tinggi: Ancaman terhadap keterampilan membaca teks akademik. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(2), 473–474. https://doi.org/10.30872/diglosia.v8i2.1243
Pujiastuti, I., Damaianti, V. S., & Syihabuddin, S. (2022). Membangun pemahaman bacaan mahasiswa melalui aktivitas pascabaca. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 5(1), 119–134. https://doi.org/10.30872/diglosia.v5i1.356
Schedl, M., O’Reilly, T., Grabe, W., & Schoonen, R. (2021). Assessing academic reading. In Assessing academic English for higher education admissions (pp. 22–60). https://doi.org/10.4324/9781351142403-2
Sidhu, G. K., Kaur, S., Fook, C. Y., Peck Choo, L., Fong, L. L., & Jamian, L. (2016). Exploring supervisors’ perspectives to enhance postgraduate supervision BT. In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings (pp. 169–181).
Stojanov, A., Liu, Q., & Koh, J. H. L. (2024). University students’ self-reported reliance on ChatGPT for learning: A latent profile analysis. Computers and Education: Artificial Intelligence, 6(February), 100243. https://doi.org/10.1016/j.caeai.2024.100243
Toyokawa, Y., Horikoshi, I., Majumdar, R., & Ogata, H. (2023). Challenges and opportunities of AI in inclusive education: A case study of data-enhanced active reading in Japan. Smart Learning Environments, 10(1), 1–19. https://doi.org/10.1186/s40561-023-00286-2
Vieriu, A. M., & Petrea, G. (2025). The impact of artificial intelligence (AI) on students’ academic development. Education Sciences, 15(3), 1–12. https://doi.org/10.3390/educsci15030343
Cabrera-Pommiez, M., Lara-Inostroza, F., & Puga-Larraín, J. (2021). Assessing academic reading in students entering higher education. Ocnos, 20(3), 1-17. https://doi.org/10.18239/OCNOS_2021.20.3.2614
Cahyani, Y. D., Dewi, O. C., & Darmawan, A. (2023). AI and critical reading skill among university students (The impact of artificial intelligence (AI) on Al-Ghifari University Students’ critical reading skills). Jurnal Sastra dan Bahasa, 6(1), 64-71. https://doi.org/10.53675/gist.v6i1.1374
Cordero, J., Barba-Guaman, L., & Guamán, F. (2022). Use of chatbots for customer service in MSMEs. Applied Computing and Informatics, November 2022. https://doi.org/10.1108/ACI-06-2022-0148
Dai, Y., Liu, A., & Lim, C. P. (2023). Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. Procedia CIRP, 119, 84–90. https://doi.org/10.1016/j.procir.2023
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
El Hassan, F. A. M., & Alsalwah, A. F. (2025). Exploring the impact of ChatGPT on EFL reading practices: Opportunities and challenges. International Journal of English Language Teaching, 13(1), 85–93. https://doi.org/10.37745/ijelt.13/vol13n18593
Fein, E. C., Gilmour, J., Machin, T., & Hendry, L. (2021). Statistics for research students. GNU General Public License.
Field, A. (2017). Discovering statistics using IBM SPSS Statistic. SAGE Publications Ltd.
Frey, B. B. (2018). National assessment of educational progress. In The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 1–28). https://doi.org/10.4135/9781506326139.n460
Fu, Y., & Hiniker, A. (2025). Supporting students’ reading and cognition with AI. arXiv. https://arxiv.org/abs/2504.13900v1
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Pearson Education, Inc.
Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications. Pearson Education.
Habib, S., Vogel, T., Anli, X., & Thorne, E. (2024). How does generative artificial intelligence impact student creativity? Journal of Creativity, 34(1), 1–7. https://doi.org/10.1016/j.yjoc.2023.100072
Holmes, W., Maya, B., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://curriculumredesign.org/wp-content/uploads/AIED-Book-Excerpt-CCR.pdf
Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189–209. https://doi.org/10.1080/10790195.2018.1472942
Hutson, J., Jeevanjee, T., Graaf, V. Vander, Lively, J., Weber, J., Weir, G., Arnone, K., Carnes, G., Vosevich, K., Plate, D., Leary, M., & Edele, S. (2022). Artificial intelligence and the disruption of higher education: Strategies for integrations across disciplines. Creative Education, 13(12), 3953–3980. https://doi.org/10.4236/ce.2022.1312253
Ifani, A. Z., Agunawan, A., Abdullah, M. A., Vega, N., Rahmadani, R., Ilahi, W., & Azkar, A. (2024). Analisis ketergantungan penggunaan Chat GPT di kalangan mahasiswa menyebabkan penurunan kualitas belajar. SMARTLOCK: Jurnal Sains dan Teknologi, 3(1), 6–10. https://e-jurnal.nobel.ac.id/index.php/smartlock/article/view/4863
Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 20(1), 1–17. https://doi.org/10.1186/s41239-023-00426-1
Lin, H., & Chen, Q. (2024). Artificial intelligence (AI)-integrated educational applications and college students’ creativity and academic emotions: Students and teachers’ perceptions and attitudes. BMC Psychology, 12(1), 1–16. https://doi.org/10.1186/s40359-024-01979-0
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. https://static.googleusercontent.com/media/edu.google.com/en//pdfs/Intelligence-Unleashed-Publication.pdf
Madden, O. N., Grant, K., Jackson, M., & Waite, D. (2024). ChatGPT and artificial intelligence in higher education in Jamaica: Opportunity or threat? Reviewing stakeholders’ perceptions. CALL for Humanity - EuroCALL 2024 Short Papers, 1–9. https://doi.org/10.4995/EuroCALL2024.2024.19098
Malmström, H., Stöhr, C., & Ou, W. (2023). Chatbots and other AI for learning: A survey of use and views among university students in Sweden. In Chalmers Studies in Communication and Learning in Higher Education 2023:1. https://doi.org/10.17196/cls.csclhe/2023/01
Manarin, K., Carey, M., Rathburn, M., & Ryland, G. (2015). Critical reading in higher education: Academic goals and social. Indiana University Press.
Meneses, A. (2018). Academic language as a predictor of reading comprehension in monolingual Spanish-speaking readers: Evidence from Chilean early adolescents. Reading Research Quarterly, 53(2), 223–247. https://doi.org/10.1002/rrq.192
Mohd Zin, Z., Eng, W. B., & Rafik-Galea, S. (2014). Critical reading ability and its relation to L2 proficiency of Malaysian ESL learners. 3L: Language, Linguistics, Literature, 20(2), 43–54. https://doi.org/10.17576/3l-2014-2002-04
Morissan. (2016). Statistik sosial. Kencana Prenada Media Group.
Mulawarman, W. G., & Noviyanti, N. (2020). Manajemen bahasa penulisan proposal mahasiswa nonkebahasaan. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 3(1), 53–64. https://doi.org/10.30872/diglosia.v3i1.49
Müller, V. C., & Bostrom, N. (2014). Future progress in artificial intelligence: A survey of expert opinion. In V. C. Müller (Ed.), Fundamental issues of artificial intelligence (pp. 1–19). Springer. https://doi.org/10.1007/978-3-319-26485-1_33
NAEP. (2022). The NAEP reading achievement levels by grade. National Center for Education Statistics.
NAGB. (2022). Reading assessment framework for the 2022 and 2024 National Assessment of Educational Progress (pp. 1–76).
Ndaba, N. E., & Ngcobbo, S. (2024). Undergraduates’ Chatgpt dependence as an effective tool for learning in South Africa. Business Excellence and Management, 14(S.I.4), 5–18. https://doi.org/10.24818/beman/2024.s.i.4-01
Njonge, T. (2023). Influence of psychological well-being and school factors on delinquency, during the Covid-19 period among secondary school students in selected schools in Nakuru County: Kenya. VII(2454), 1175–1189. https://doi.org/10.47772/IJRISS
Panjaitan, K. L., Sinurat, J. M., Tarigan, Y., & Utara, U. S. (2024). Pengaruh chatgpt terhadap pengerjaan tugas kuliah pada mahasiswa di era society 5.0. Stratēgo: Jurnal Manajemen Modern, 6(1), 1–19. https://journalpedia.com/1/index.php/jmm/article/view/612
Prayogi, A., Mulyati, Y., Sastromiharjo, A., & Damaianti, V. S. (2023). Peran pengajaran membaca dan menulis dalam meningkatkan kemampuan menulis esai argumentasi. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 6(1), 141–154. https://doi.org/10.30872/diglosia.v6i1.567
Pujiastuti, I., Damaianti, V. S., Mulyati, Y., Sastromiharjo, A., & Lestari, D. (2025). Ketergantungan penggunaan AI pada pendidikan tinggi: Ancaman terhadap keterampilan membaca teks akademik. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(2), 473–474. https://doi.org/10.30872/diglosia.v8i2.1243
Pujiastuti, I., Damaianti, V. S., & Syihabuddin, S. (2022). Membangun pemahaman bacaan mahasiswa melalui aktivitas pascabaca. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 5(1), 119–134. https://doi.org/10.30872/diglosia.v5i1.356
Schedl, M., O’Reilly, T., Grabe, W., & Schoonen, R. (2021). Assessing academic reading. In Assessing academic English for higher education admissions (pp. 22–60). https://doi.org/10.4324/9781351142403-2
Sidhu, G. K., Kaur, S., Fook, C. Y., Peck Choo, L., Fong, L. L., & Jamian, L. (2016). Exploring supervisors’ perspectives to enhance postgraduate supervision BT. In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings (pp. 169–181).
Stojanov, A., Liu, Q., & Koh, J. H. L. (2024). University students’ self-reported reliance on ChatGPT for learning: A latent profile analysis. Computers and Education: Artificial Intelligence, 6(February), 100243. https://doi.org/10.1016/j.caeai.2024.100243
Toyokawa, Y., Horikoshi, I., Majumdar, R., & Ogata, H. (2023). Challenges and opportunities of AI in inclusive education: A case study of data-enhanced active reading in Japan. Smart Learning Environments, 10(1), 1–19. https://doi.org/10.1186/s40561-023-00286-2
Vieriu, A. M., & Petrea, G. (2025). The impact of artificial intelligence (AI) on students’ academic development. Education Sciences, 15(3), 1–12. https://doi.org/10.3390/educsci15030343