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All Journal JPsd ( Jurnal Pendidikan Sekolah Dasar ) Globish: An English-Indonesian Journal for English, Education, and Culture Jurnal Dedikasi Pendidikan Jurnal Pengabdian Masyarakat Bumi Raflesia Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Jurnal Paedagogy Jurnal Pengabdian dan Peningkatan Mutu Masyarakat (JANAYU) The Avicenna Medical Journal COMSERVA: Jurnal Penelitian dan Pengabdian Masyarakat Society: Jurnal Pengabdian Masyarakat Jurnal IAKP: Jurnal Inovasi Akuntansi Keuangan & Perpajakan Pedagogy Review
Firdaus, Moh. Iqbal
Universitas Muhammadiyah Tangerang
Religion Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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AI-Integrated Learning in Society 5.0: Advancing Critical Thinking in English Language Education Deni Yuliana; Ikhfi Imaniah; Noor Azlan Ahmad Zanzali; Moh. Iqbal Firdaus
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp01-15

Abstract

The rapid integration of artificial intelligence (AI) in education has transformed learning environments in the era of Society 5.0, particularly in English language education, where critical thinking skills are increasingly required to support learners’ academic and digital competencies. This study investigated the relationship between AI-integrated English for Academic Purposes-Based Learning (EAPBL) and students’ critical thinking performance among English Language Learners (ELLs). The study employed a mixed-method explanatory sequential design involving 64 undergraduate students enrolled in English-related courses at Universitas Muhammadiyah Tangerang, Indonesia. Data were collected through questionnaires, performance-based assessments, AI-supported learning tasks, students’ reflective responses, and semi-structured interviews. The questionnaire measured AI engagement, AI literacy, cognitive engagement, and perceived critical thinking skills using a five-point Likert scale, while rubric-based assessments evaluated students’ written academic outputs. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, multiple regression analysis, and Partial Least Squares Structural Equation Modeling (PLS-SEM). In contrast, qualitative data were analyzed through thematic analysis to support the interpretation of the quantitative findings. The findings revealed a moderate but statistically significant improvement in students’ critical thinking performance, with an overall post-test score of 46%. Among the five dimensions of critical thinking, interpretation demonstrated the highest performance, followed by argumentation, while analysis, evaluation, and synthesis remained relatively underdeveloped. The PLS-SEM analysis indicated that AI engagement significantly influenced cognitive engagement, which in turn contributed to students’ critical-thinking performance. In addition, AI literacy strengthened the relationship between cognitive engagement and critical thinking outcomes. Qualitative findings further revealed that AI-supported learning helped students organize ideas, generate initial responses, and improve learning efficiency; however, several participants demonstrated dependence on AI-generated responses, limited critical evaluation of AI outputs, and difficulty synthesizing multiple perspectives. These findings suggest that AI-supported learning can foster critical thinking when accompanied by active cognitive engagement and adequate AI literacy. The study highlights the importance of integrating digital, cognitive, and ethical AI literacy into English language education in the context of Society 5.0.Keywords: Society 5.0, Artificial Intelligence, Critical Thinking, English for Academic Purposes-Based Learning, AI Literacy
Co-Authors -, Nasrul Hasan Abdul Rohim, Abdul Agusalim, Muhammad Ahmad Arif fadilah Ajeng Putri Cahyani Alif Faruqi Febri Yanto Apriana Rahmawati Argade, Sanjaya Aris Gumilar Deni Yuliana Dilla Fadhillah Eka Ugi Sutikno Eka Ugi Sutikno Ella - Agustin Euis Yanah Mulyanah Farida Riyadi Fathimah Az zahro Ferby Mutia Edwy Furqorina, Rizka Ikhfi Imaniah Ishak, Ishak Kamari Lailia Nur Rachma Lastari, Dyah Supraba Lastri, Dyah Isyana Mediena, Yasmin Elfa Mohammad Rizky Aziz Muttaqijn, Muhammad Imam Nanggali, Bryka Vian Nargis Nargis Nargis Nasrul - Hasan Noor Azlan Ahmad Zanzali Nurkhotiah, Siti Putri Wulan Akbar Rezki Amelia Agustin Setiawan, Mochammad Charis Sigit - Rinaldi Syarif, Moh. Triandika, Lulus Sugeng Ummu Mashitho Unti Unzhilaika Yudhie Indra Gunawan Zainabur Rahmah