Generative AI Sebagai Mitra Atau Ancaman Intelektual: Kajian Filosofis Tentang Otonomi Berpikir Mahasiswa

Abstract

The development of Generative Artificial Intelligence (Generative AI) has brought significant changes to students’ learning processes in higher education. This technology can facilitate information retrieval, idea generation, problem-solving, and the rapid production of academic texts. However, uncritical use may lead to cognitive dependence, weaken reflective capacities, and reduce students’ intellectual autonomy. This study aims to analyze the position of Generative AI as both an intellectual partner and a potential threat to students’ intellectual development from a philosophical perspective. The study employs a qualitative approach using library research and critical-philosophical analysis of literature on artificial intelligence, epistemology, higher education, critical thinking, and intellectual autonomy. The findings indicate that Generative AI can function as an intellectual partner when it is used to broaden the exploration of ideas, test arguments, and support reflective processes. Conversely, passive and excessive use may shift students from active subjects of knowledge to consumers of algorithmically generated answers. Intellectual autonomy ultimately depends on students’ ability to verify information, question assumptions, construct arguments, and make independent judgments. Therefore, the integration of Generative AI into higher education should be accompanied by critical AI literacy, academic ethics, and reflective learning practices to ensure that technology strengthens, rather than replaces, students’ intellectual capacities.