Berlebihan pada Kecerdasan Buatan (AI) dan Dampaknya terhadap Keterampilan Berpikir Tingkat Tinggi (HOTS) pada Mahasiswa PGSD Universitas Borneo Tarakan

Abstract

This study investigates the phenomenon of excessive dependence on Artificial Intelligence (AI) and its impact on Higher-Order Thinking Skills (HOTS) among students of the Primary School Teacher Education (PGSD) Program at Universitas Borneo Tarakan. The research specifically aims to analyze how AI overreliance affects students’ habits of learning, analytical ability, evaluative reasoning, and synthesis skills in academic tasks. A descriptive qualitative method was employed, involving 20–30 respondents selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and a Likert-scale questionnaire on AI dependence, followed by thematic data analysis supported by member checking and peer debriefing to ensure validity. The findings indicate that students who frequently rely on AI tend to display diminished cognitive engagement, preferring instant outputs over intellectual effort. This pattern corresponds with a measurable decline in their analytical, evaluative, and synthesis performance. However, results also show that AI can strengthen HOTS when used as a guided learning assistant rather than as a shortcut to answer completion. These findings reinforce that the negative impact stems not from AI itself, but from the tendency of students to substitute thinking with automation. The study concludes that balanced and ethical AI integration is crucial to prevent cognitive disengagement and to maintain the development of HOTS among future elementary school educators. Strengthening AI literacy and embedding critical thinking–oriented pedagogical strategies are recommended for future learning frameworks.