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Integration of Generative Artificial Intelligence in Information Technology Education: A Systematic Literature Review on Its Impact on Critical Thinking Skills and Digital Literacy Andi Gagah Purnama; Andi Nurqamal Ady Putra; Ayu Widya Listari; Herianti Herianti; Andi Hasri Tri Ulandari
Jurnal Pendidikan Teknologi Vol. 1 No. 1 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/chpq2a14

The development of generative Artificial Intelligence (AI) has significantly transformed learning dynamics in Information Technology Education (ITE), particularly in programming activities and computational problem-solving. Although numerous studies highlight the efficiency and convenience offered by this technology, analyses concerning the transformation of students’ cognitive processes especially in relation to critical thinking remain relatively fragmented. This study aims to systematically synthesize scholarly findings on the impact of integrating generative AI into the cognitive structure of learning in ITE through a systematic literature review approach. Data sources were obtained from international and national databases covering the period 2018–2026 using structured selection criteria. The synthesis results indicate that generative AI functions as an accelerator at lower cognitive levels by reducing technical load; however, transformation at higher-order levels analysis, evaluation, and creation appears conditional. When employed as a reflective tool, AI can enhance self-regulation and critical thinking skills. Conversely, substitutive use may shift learning from a constructive process toward a merely verificative one, thereby diminishing the depth of cognitive engagement. The novelty of this study lies in integrating perspectives from cognitive taxonomy, cognitive load theory, and metacognition to comprehensively explain patterns of cognitive transformation within the context of Information Technology Education in Indonesia. These findings offer important implications for the design of AI-supported learning environments that are adaptive while remaining oriented toward strengthening higher-order thinking competencies.

Gamification in Information Technology Education: Its Impact on Motivation and Learning Outcomes: A Systematic Literature Review Andi Nurqamal Ady Putra; Andi Gagah Purnama; Ayu Widya Listari; Herianti Herianti; Andi Hasri Tri Ulandari
Jurnal Pendidikan Teknologi Vol. 1 No. 1 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/j248dz77

Gamification has increasingly been implemented in technology-based learning environments to enhance students’ motivation and engagement. In the context of Information Technology Education (ITE), this approach is considered particularly relevant because learning materials are often abstract and require complex problem-solving skills. Although numerous studies report improvements in motivation through gamification, findings regarding its impact on cognitive learning outcomes remain varied and have not yet been comprehensively synthesized, particularly within the context of ITE. This study aims to systematically analyze how gamification influences motivation and learning outcomes, as well as to identify factors that determine its effectiveness. The method employed is a systematic literature review of national and international articles published between 2015 and 2026, sourced from indexed databases using structured selection criteria. The findings indicate that gamification consistently improves students’ learning motivation and engagement in Information Technology Education. However, its impact on cognitive learning outcomes varies depending on the quality of instructional design and the alignment between game elements and learning objectives.

AI Literacy in Information Technology Education: Challenges, Competency Frameworks, and Curriculum Implications Ayu Widya Listari; Andi Nurqamal Ady Putra; Andi Gagah Purnama; Herianti Herianti; Andi Hasri Tri Ulandari
Jurnal Pendidikan Teknologi Vol. 1 No. 1 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/z7qshe41

The rapid development of Artificial Intelligence (AI) requires educational systems to integrate new competencies that extend beyond basic technical skills. In the context of Information Technology Education (ITE), AI literacy emerges as a strategic competency encompassing conceptual understanding, applied skills, and ethical awareness in the use of AI-based technologies. Although various AI literacy frameworks have been developed globally, studies that systematically integrate competency dimensions, implementation challenges, and curricular implications within the ITE context remain limited, particularly in Indonesia. This study aims to synthesize the literature on the conceptual construction of AI literacy, identify challenges in its educational implementation, and outline implications for the development of an adaptive ITE curriculum. The research employs a Systematic Literature Review of national and international articles published between 2018 and 2026, sourced from indexed academic databases using structured selection criteria. The findings indicate that AI literacy is multidimensional, encompassing conceptual, applicative, and ethical dimensions that must be integrated with the strengthening of computational thinking and critical digital literacy. The primary challenges in implementation include limited teacher competencies, the rapid evolution of AI technologies, and infrastructural disparities. The novelty of this study lies in integrating global competency frameworks with the implementation context of ITE in Indonesia into a unified conceptual model. These findings provide a strategic foundation for the development of a competency-based ITE curriculum that is responsive to AI-driven digital transformation.

Strengthening Computational Thinking in Information Technology Education: A Systematic Literature Review on the Development of Higher-Order Thinking Skills Herianti Herianti; Ayu Widya Listari; Andi Nurqamal Ady Putra; Andi Gagah Purnama; Andi Hasri Tri Ulandari
Jurnal Pendidikan Teknologi Vol. 1 No. 1 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/s06n3a53

The advancement of digital technology necessitates the strengthening of higher-order thinking skills in Information Technology Education (ITE). One approach considered particularly relevant is Computational Thinking (CT), which encompasses processes such as decomposition, pattern recognition, abstraction, and algorithm design. Although numerous studies have examined the implementation of CT in educational contexts, systematic reviews that integrate the relationship between CT and Higher-Order Thinking Skills (HOTS) within the specific context of ITE remain limited and fragmented. This study aims to synthesize the literature on the conceptual construction of CT, analyze its relationship with the development of HOTS, and identify pedagogical implications within ITE learning environments. The method employed is a Systematic Literature Review of national and international articles published between 2015 and 2026, selected through a structured screening process. The findings indicate that CT demonstrates structural alignment with the dimensions of HOTS, particularly in the domains of analysis, evaluation, and creation. However, the effectiveness of CT in enhancing HOTS is conditional and highly dependent on instructional design grounded in authentic problem-solving, explicit reflection, and assessment practices that evaluate thinking processes rather than merely final products. The novelty of this study lies in the integration of CT and HOTS perspectives within a unified conceptual framework specifically tailored to Information Technology Education. These findings provide both theoretical and practical foundations for the development of ITE learning models that are more analytical, reflective, and oriented toward strengthening higher-order thinking skills.

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