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All Journal Jurnal MEKOM: Media Komunikasi Pendidikan Kejuruan JESI : Journal of Engineering Service and Innovation
Indra Sukma
Universitas Negeri Makassar
Engineering

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PELATIHAN PENGEMBANGAN SISTEM MANAJEMEN DATA MAHASISWA BERBASIS AI MENGGUNAKAN GOOGLE APPS SCRIPT BAGI MAHASISWA Nurfauziah; Dian Atmasani; Nur Athiyyah Fadhillah; A. Muzawwirah Patawaria; Indra Sukma
Journal of Engineering Service and Innovation Volume 1, Issue 2 (Februari) 2026
Publisher : Fakultas Teknik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of digital technology and artificial intelligence (AI) has prompted higher education institutions to enhance their students' competencies in the development of applications and the management of information systems based on intelligent technology. However, some students of the Electronics Engineering and Information Technology Department still find it difficult to understand the practical implementation of programming and web application development. Therefore, the purpose of this community service activity is to enhance students' ability to develop web applications for managing student data based on AI. The activity is carried out through a practical training method and project-based learning, consisting of a preparation stage, implementation stage, and mentoring stage. The training programme covers web application development, database management, implementation of student data management system features, and the use of AI in application development. The results of the activity show that participants were able to understand the basic concepts of web application development and successfully developed an AI-based student data management system application with login, student data management, search, edit, delete and report features. In addition to improving technical skills, the training programme also increased the students' motivation to learn, their logical thinking abilities, their creativity, and their problem-solving skills. Therefore, this training activity can be an effective way to support the improvement of the quality of human resources in the field of higher vocational education and training, so that they are better prepared to face the challenges of digital technology and AI-based industry.
The Cognitive Crutch: A Systematic Literature Review of AI Dependency and The Decline in Critical Appraisal Skills Among Generation Z Students Nurfauziah; Indra Sukma
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 1, February 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i1.263

Abstract

Purpose – Growing concerns about the cognitive implications of generative AI overuse among Generation Z university students remain insufficiently addressed in the literature. This study examines the relationship between AI dependency and the decline in critical appraisal skills among Generation Z university students, responding to the absence of a systematic synthesis specifically targeting this demographic cohort. Methods – A Systematic Literature Review (SLR) was conducted across four databases Scopus, Web of Science, PubMed, using structured keywords related to generative AI, critical thinking, and Generation Z students. A total of 24 peer-reviewed international journal articles published between 2021 and 2025 met the inclusion criteria and were systematically analysed. Findings – Three major patterns were identified: (1) AI dependency reduces critical appraisal skills through cognitive offloading mechanisms, where students increasingly rely on AI generated responses rather than engaging in independent analysis; (2) Generation Z students demonstrated higher levels of AI dependency and lower critical thinking performance compared to older age groups; and (3) information literacy functions as a double edged moderator that may either mitigate or exacerbate the negative effects of AI dependency depending on students' evaluative abilities. Research implications – Findings are derived exclusively from peer-reviewed literature published between 2021 and 2025 and may not fully capture real-world classroom dynamics. Generalisability may be constrained by variability in how critical appraisal skills are operationalised and measured across the included studies, as well as the underrepresentation of non-Western educational contexts Originality – This is the first systematic review to synthesise empirical evidence linking AI dependency and critical appraisal skills exclusively among Generation Z students, integrating cognitive offloading theory, cognitive scaffolding, and digital cognitive atrophy into a unified analytical framework. Future research should examine longitudinal effects and test metacognitive scaffolding interventions across diverse educational contexts.
Co-Authors A. Muzawwirah Patawaria Dian Atmasani Nur Athiyyah Fadhillah Nurfauziah