THE AI PARADOX: A LITERATURE REVIEW ON ARTIFICIAL INTELLIGENCE DEPENDENCY AND STUDENT CRITICAL THINKING SKILLS

Aplonia Maria Imaculada; Salman Hasibuan; Tonia Boavida Da Silva; Hakim Mulia; Wilson Batu Bara

Aplonia Maria Imaculada Universitas Sari Mutiara
Salman Hasibuan Universitas Sari Mutiara
Tonia Boavida Da Silva Universitas Sari Mutiara
Hakim Mulia Universitas Sari Mutiara
Wilson Batu Bara Universitas Sari Mutiara

Keywords: AI Dependency; Artificial Intelligence; Critical Thinking; Digital Literacy; University Students

Abstract

In an era of rapidly evolving technology, Artificial Intelligence (AI) has transformed the way students access information, generated ideas, and acquire knowledge instantaneously. Consequently, many students are shifting away from conventional academic sources such as books and journals in favor of immediate AI-generated answers, often bypassing in-depth analysis and reflective reasoning. This phenomenon presents a paradox: while AI serves as an efficient facilitator of learning, it also possesses the potential to degrade students' analytical capabilities and creativity. This article employs a qualitative library research approach. Data were gathered from relevant books, regulatory documents, journals, and scientific articles. The collected data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the disproportionate use of AI drives a shift in the student's role; rather than acting as agents of change and creators, they risk becoming mere consumers of AI-generated information. Therefore, a balance in AI utilization is essential, achieved through the strengthening of digital literacy and critical awareness. This will enable students to integrate artificial intelligence with human intelligence in a reflective, ethical, and productive
manner.