Peran Kecerdasan Buatan Generatif dalam Meningkatkan Keterampilan Membaca Kritis: Tinjauan Pustaka Sistematis
Keywords:
Artificial Intelligence; Generative AI; Reading Comprehension; Reading Pedagogy; Systematic Literature Review
Abstract
Perkembangan Kecerdasan Buatan Generatif (Generative Artificial Intelligence/GenAI) dalam periode 2023–2026 telah mengakselerasi pergeseran paradigma pedagogis membaca bahasa Inggris sebagai bahasa asing (EFL) secara signifikan. Meskipun demikian, integrasi teknologi ini masih menghadapi persoalan validitas metodologis dan potensi degradasi kemandirian kognitif peserta didik. Penelitian ini bertujuan menyusun sintesis komprehensif mengenai peran strategis GenAI dalam mengoptimalkan kompetensi pemahaman membaca melalui tinjauan literatur sistematis berbasis protokol PRISMA. Sebanyak 15 artikel ilmiah berindeks tinggi dari pangkalan data Scopus, Web of Science, dan Google Scholar dikaji secara analitis. Hasil kajian mengidentifikasi tiga dimensi kontribusi AI dalam pedagogi membaca: (1) perluasan aksesibilitas melalui penyederhanaan teks adaptif; (2) fungsi AI sebagai agen interaktif yang memediasi dialog kognitif selama proses membaca; serta (3) personalisasi pembelajaran dan peningkatan efisiensi pengembangan instrumen evaluasi. Temuan ini mengindikasikan bahwa GenAI tidak hanya mempercepat perolehan kompetensi linguistik, tetapi juga memperkuat otonomi akademik mahasiswa melalui umpan balik instan yang terpersonalisasi. Penelitian ini merekomendasikan redefinisi fungsi pendidik sebagai kurator konten AI dan internalisasi literasi AI dalam kurikulum demi pemanfaatan teknologi yang etis dan kritis. Studi ini memberikan fondasi teoretis bagi pengembangan strategi instruksional berbasis AI yang adaptif dan student-centered di era digital.
References
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Chan, T. H., Leung, G. M., & Wong, S. P. (2026). Generative artificial intelligence tools in university English language education: A systematic review. JALTCALL Trends, 2(1), 103523. https://doi.org/10.29140/jct.v2n1.103523
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McCarthy, K. S., & Yan, E. F. (2024). Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence. Policy Insights from the Behavioral and Brain Sciences, 11(1), 19–26. https://doi.org/10.1177/23727322231218891
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Oktavianti, I. N., Budiwati, T. R., Prayudha, Prayogi, I., & Hidayah, I. N. (2026). Students’ attitudes, challenges, and needs in English reading comprehension: Foundations for AI-integrated corpus-based language pedagogy. Discover Education, 5. https://doi.org/10.1007/s44217-026-01115-7
Petticrew, M., & Roberts, H. (2006). Systematic Reviews in the Social Sciences: A Practical Guide. Blackwell Publishing. https://doi.org/10.1002/9780470754887
Pratiwi, A., & Lestari, R. (2025). Investigation on the Use of Artificial Intelligence in Reading Comprehension Class in Indonesian Setting. EEdJ: English Education Journal, 2(5), 58–63. https://doi.org/10.32923/qp2e0687
Sagita, M., Sagita, E. S., & Syafari, N. (2025). The Role of Generative AI Companions in Promoting Reading Engagement and Self-Regulation in EFL Contexts. Journal of Pedagogy and Education Science (JPES), 4(03), 448–465. https://doi.org/10.56741/iistr.jpes.001082
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Sayin, A., & Gierl, M. (2024). Using OpenAI GPT to Generate Reading Comprehension Items. Educational Measurement: Issues and Practice, 43(1), 5–18. https://doi.org/10.1111/emip.12590
Shanta, S. A., Arusha, A. R., & Shefa, N. P. (2026). Artificial Intelligence Integration in English Reading Pedagogy: A Systematic Review (2019-2024). International Journal of Education and Literacy Studies, 14(1), 48–66. https://doi.org/10.7575/aiac.ijels.v.14n.1p.48
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Suriansyah, & Wahyudi, D. J. (2026). Analisis Dampak Transformasi Digital terhadap Kesiapan Guru dalam Mengintegrasikan Teknologi Pembelajaran di Daerah 3T. Jurnal Pendidikan Teknologi Informasi, 11(1), 113–125. https://doi.org/https://doi.org/10.33084/bitnet.v11i1.12284
Sylvia. (2025). Artificial Intelligence in EFL Reading Instruction: A Systematic Literature Review. INTERACTION: Jurnal Pendidikan Bahasa, 12(1), 2025. https://doi.org/https://doi.org/10.36232/interactionjournal.v12i1.3149
Widodo, J. P., Hariyanto, & Arbi, A. P. (2024). A Systematic Literature Review on the Integration of AI in Higher Education. Magister Scientiae, 52(2), 126–133. https://doi.org/10.33508/mgs.v52i2.5826
Winanti, W., Prihastomo, Y., Prabowo, Y. D., Sidik, A., Hendriyati, P., Luthfian, M., Setiawan, R., Wardiansyah, W., & Chandra, Z. M. (2026). Systematic Review of Artificial Intelligence Implementation for Continuous Learning: Benefits, Impacts, and Challenges. JITK (Jurnal Ilmu Pengetahuan Dan Teknologi Komputer), 11(3), 911–919. https://doi.org/10.33480/jitk.v11i3.7583
Xia, Q., Weng, X., Ouyang, F., Lin, T. J., & Chiu, T. K. F. (2024). A scoping review on how generative artificial intelligence transforms assessment in higher education. In International Journal of Educational Technology in Higher Education (Vol. 21, Number 1). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1186/s41239-024-00468-z
Zaimoğlu, S., & Dağtaş, A. (2025). Teacher Cognition and Practices in Using Generative AI Tools to Support Student Engagement in EFL Higher-Education Contexts. Behavioral Sciences, 15(9). https://doi.org/10.3390/bs15091202
Baskara, FX. R. (2025). ChatGPT and Google Gemini in EFL Education: A Qualitative Exploration of Pedagogical Efficacy among Indonesian Sophomores. Journal of Languages and Language Teaching, 13(1), 436–447. https://doi.org/10.33394/jollt.v13i1.9926
Chan, T. H., Leung, G. M., & Wong, S. P. (2026). Generative artificial intelligence tools in university English language education: A systematic review. JALTCALL Trends, 2(1), 103523. https://doi.org/10.29140/jct.v2n1.103523
Collet, V., Araujo, J., Pletcher, B., & Landreth, S. (2026). Affordances of Multimodality: Introduction to This Special Issue. In Literacy Research and Instruction (Vol. 65, Number 2, pp. 135–137). Routledge. https://doi.org/10.1080/19388071.2026.2628354
Fahira, F., Azzahra, H., & Azzahra, R. F. (2025). AI sebagai Tantangan Baru dalam Pengembangan Berpikir Kritis. Jurnal Kependidikan Media, 14(3), 113–140. https://doi.org/https://doi.org/10.26618/yhtef190
Fitria, T. N. (2025). The Use of AI Paraphrasing Tools in Academic Writing: A Qualitative Case Study. International Journal of English Learning and Applied Linguistics (IJELAL), 5(2), 90–107. https://doi.org/10.21111/ijelal.v4i2.13604
He, X. (2024). Enhancing Reading Comprehension with AI-Generated Adaptive Texts. International Journal of New Developments in Education, 6(7). https://doi.org/10.25236/ijnde.2024.060708
Ironsi, C. S., & Bostanci, H. B. (2026). Enhancing the reading comprehension and autonomy of foreign language students using generative AI-integrated assistant. Frontiers in Education. https://doi.org/10.3389/feduc.2026.1763238
Jauhiainen, J. S., & Guerra, A. G. (2023). Generative AI and ChatGPT in School Children’s Education: Evidence from a School Lesson. Sustainability (Switzerland), 15(18). https://doi.org/10.3390/su151814025
Jensen, L. X., Buhl, A., Sharma, A., & Bearman, M. (2025). Generative AI and higher education: a review of claims from the first months of ChatGPT. Higher Education, 89(4), 1145–1161. https://doi.org/10.1007/s10734-024-01265-3
Li, Q. (2025). Generative AI for Interactive L2 English Reading: Enhancing Engagement and Comprehension. Literature Language and Cultural Studies, 3(2), 61. https://doi.org/10.63313/llcs.9109
McCarthy, K. S., & Yan, E. F. (2024). Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence. Policy Insights from the Behavioral and Brain Sciences, 11(1), 19–26. https://doi.org/10.1177/23727322231218891
Nguyen, T. L., Nguyen, H. L., & Le, D. H. (2024). Teachers’ Perspectives on AI-Driven Quillionz for Generating EFL Reading Comprehension Quizzes. Proceedings of the AsiaCALL International Conference, 6, 6, 20–34. https://doi.org/10.54855/paic.2462
Oktavianti, I. N., Budiwati, T. R., Prayudha, Prayogi, I., & Hidayah, I. N. (2026). Students’ attitudes, challenges, and needs in English reading comprehension: Foundations for AI-integrated corpus-based language pedagogy. Discover Education, 5. https://doi.org/10.1007/s44217-026-01115-7
Petticrew, M., & Roberts, H. (2006). Systematic Reviews in the Social Sciences: A Practical Guide. Blackwell Publishing. https://doi.org/10.1002/9780470754887
Pratiwi, A., & Lestari, R. (2025). Investigation on the Use of Artificial Intelligence in Reading Comprehension Class in Indonesian Setting. EEdJ: English Education Journal, 2(5), 58–63. https://doi.org/10.32923/qp2e0687
Sagita, M., Sagita, E. S., & Syafari, N. (2025). The Role of Generative AI Companions in Promoting Reading Engagement and Self-Regulation in EFL Contexts. Journal of Pedagogy and Education Science (JPES), 4(03), 448–465. https://doi.org/10.56741/iistr.jpes.001082
Sanz-Tejeda, A., Domínguez-Oller, J. C., Baldaquí-Escandell, J. M., Gómez-Díaz, R., & García-Rodríguez, A. (2026). The impact of generative AI on academic reading and writing: a synthesis of recent evidence (2023–2025). Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1711718
Sayin, A., & Gierl, M. (2024). Using OpenAI GPT to Generate Reading Comprehension Items. Educational Measurement: Issues and Practice, 43(1), 5–18. https://doi.org/10.1111/emip.12590
Shanta, S. A., Arusha, A. R., & Shefa, N. P. (2026). Artificial Intelligence Integration in English Reading Pedagogy: A Systematic Review (2019-2024). International Journal of Education and Literacy Studies, 14(1), 48–66. https://doi.org/10.7575/aiac.ijels.v.14n.1p.48
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Suriansyah, & Wahyudi, D. J. (2026). Analisis Dampak Transformasi Digital terhadap Kesiapan Guru dalam Mengintegrasikan Teknologi Pembelajaran di Daerah 3T. Jurnal Pendidikan Teknologi Informasi, 11(1), 113–125. https://doi.org/https://doi.org/10.33084/bitnet.v11i1.12284
Sylvia. (2025). Artificial Intelligence in EFL Reading Instruction: A Systematic Literature Review. INTERACTION: Jurnal Pendidikan Bahasa, 12(1), 2025. https://doi.org/https://doi.org/10.36232/interactionjournal.v12i1.3149
Widodo, J. P., Hariyanto, & Arbi, A. P. (2024). A Systematic Literature Review on the Integration of AI in Higher Education. Magister Scientiae, 52(2), 126–133. https://doi.org/10.33508/mgs.v52i2.5826
Winanti, W., Prihastomo, Y., Prabowo, Y. D., Sidik, A., Hendriyati, P., Luthfian, M., Setiawan, R., Wardiansyah, W., & Chandra, Z. M. (2026). Systematic Review of Artificial Intelligence Implementation for Continuous Learning: Benefits, Impacts, and Challenges. JITK (Jurnal Ilmu Pengetahuan Dan Teknologi Komputer), 11(3), 911–919. https://doi.org/10.33480/jitk.v11i3.7583
Xia, Q., Weng, X., Ouyang, F., Lin, T. J., & Chiu, T. K. F. (2024). A scoping review on how generative artificial intelligence transforms assessment in higher education. In International Journal of Educational Technology in Higher Education (Vol. 21, Number 1). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1186/s41239-024-00468-z
Zaimoğlu, S., & Dağtaş, A. (2025). Teacher Cognition and Practices in Using Generative AI Tools to Support Student Engagement in EFL Higher-Education Contexts. Behavioral Sciences, 15(9). https://doi.org/10.3390/bs15091202
Published
2026-07-02
Section
Articles
