Implications of Artificial Intelligence on the Critical Thinking Ability of PGMI Students in Social Studies Courses Elementary / MI
Abstract
This research has the objective of understanding in depth the implications of using Artificial Intelligence (AI) on students' critical thinking skills in Social Studies learning. The study employed a qualitative approach and was conducted with students of the Madrasah Ibtidaiyah Teacher Education (PGMI) study program at STIT Al Mubarok Lampung Tengah who have experience using AI in academic activities. Subjects were selected through purposive sampling based on their active involvement in technology use during the learning process. Data were collected via semi-structured interviews, observation, and documentation. Data analysis was carried out interactively, including data condensation, data display, and conclusion drawing, while data validity was maintained through source and technique triangulation. The results indicate that students utilize AI as an initial learning instrument to simplify complex Social Studies materials and to find creative ideas in lesson planning. The implications of AI on critical thinking are ambivalent; on one hand, this technology helps broaden perspectives and arguments, but on the other hand, it triggers a tendency for instant thinking that risks reducing the depth of independent critical analysis. Nevertheless, reflective awareness was found in some students who continue to verify information through official academic sources. This study concludes that the integration of AI in teacher education requires the strengthening of digital literacy so that students can utilize technology wisely without sacrificing the analytical and reflective skills essential for prospective elementary school educators.
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DOI: https://doi.org/10.31764/paedagoria.v17i4.42734
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