Critical Thinking Development among University Students in the Era of Digitalization and Artificial Intelligence
DOI:
https://doi.org/10.30872/hbzs4k95Keywords:
Artificial Intelligent Critical Thinking, Systematic Literature Review, University Student.Abstract
Critical thinking is an essential competency for students in facing the transformation of higher education in the digital era and Artificial Intelligence (AI). However, empirical evidence regarding the factors that shape and develop these abilities is still scattered in psychological, pedagogical, and technological perspectives. This study aims to synthesize empirical findings on the antecedents and development of students' critical thinking in the context of digital and AI. The research uses a Systematic Literature Review (SLR) based on the PRISMA guidelines. Empirical literature published in 2021–2026 was searched through Google Scholar and selected based on inclusion criteria that include research on higher education students and focus on critical thinking skills or development. A total of 18 empirical articles met the criteria and were analyzed thematically. The results showed three main determinants. Psychological factors, such as self-efficacy, cognitive flexibility, and reflective thinking, contributed to students' analytical and evaluative abilities. Pedagogical strategies, including Problem-Based Learning, collaborative learning, WebQuest, and digital learning, are effective in improving critical thinking skills. Meanwhile, AI and digital technology extend critical thinking to the ability to evaluate digital information, verify AI outputs, recognize biases, and use AI reflexively and ethically. This study offers an integrative psychological–pedagogical–AI literacy framework to understand students' critical thinking transformations in the digital and AI era.
Berpikir kritis merupakan kompetensi esensial bagi mahasiswa dalam menghadapi transformasi pendidikan tinggi di era digital dan Kecerdasan Buatan (AI). Namun, bukti empiris mengenai faktor yang membentuk dan mengembangkan kemampuan tersebut masih tersebar dalam perspektif psikologis, pedagogis, dan teknologi. Studi ini bertujuan mensintesis temuan empiris tentang antecedents dan pengembangan berpikir kritis mahasiswa dalam konteks digital dan AI. Penelitian menggunakan Systematic Literature Review (SLR) berdasarkan pedoman PRISMA. Literatur empiris yang diterbitkan pada 2021–2026 ditelusuri melalui Google Scholar dan diseleksi berdasarkan kriteria inklusi yang mencakup penelitian pada mahasiswa pendidikan tinggi dan berfokus pada keterampilan atau pengembangan berpikir kritis. Sebanyak 18 artikel empiris memenuhi kriteria dan dianalisis secara tematik. Hasil menunjukkan tiga determinan utama. Faktor psikologis, seperti self-efficacy, cognitive flexibility, dan reflective thinking, berkontribusi terhadap kemampuan analitis dan evaluatif mahasiswa. Strategi pedagogis, termasuk Problem-Based Learning, collaborative learning, WebQuest, dan digital learning, efektif meningkatkan keterampilan berpikir kritis. Sementara itu, AI dan teknologi digital memperluas berpikir kritis menjadi kemampuan mengevaluasi informasi digital, memverifikasi keluaran AI, mengenali bias, serta menggunakan AI secara reflektif dan etis. Studi ini menawarkan kerangka integratif psikologis–pedagogis–AI literacy untuk memahami transformasi berpikir kritis mahasiswa di era digital dan AI
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