<![CDATA[The rapid advancement of digital technology and Artificial Intelligence (AI) has significantly transformed the teaching and learning of Mathematics and Natural Sciences (STEM). While offering opportunities for adaptive and personalized instruction, these intelligent tools also introduce critical challenges to students' affective dispositions, habits of mind, and autonomous learning behaviors. This study aims to map contemporary challenges and formulate pedagogical strategies for fostering STEM dispositions in the AI era. This research employed a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. A comprehensive literature search was conducted across international and national databases (Scopus, ERIC, SINTA, and Google Scholar) for publications between 2019 and 2026. Following systematic identification (n=100), screening (n=75), and eligibility assessment (n=30), 14 primary empirical articles were included. The synthesized findings demonstrate a dual paradox of AI integration. Unregulated use of generative AI platforms triggers cognitive offloading, superficial learning, academic dishonesty, and error blindness. Conversely, when integrated into active inquiry models (Guided Inquiry, STEM-IBSE) supported by Tiered AI Scaffolding, AI significantly reduces math anxiety, enhances self-efficacy, and fosters productive struggle. The study concludes that the successful development of STEM dispositions in the AI era relies on instructional design quality, metacognitive monitoring, and students' motivational persistence. ABSTRAK Perkembangan teknologi digital dan Artificial Intelligence (AI) telah membawa transformasi mendasar dalam praktik pembelajaran Matematika dan Ilmu Pengetahuan Alam (MIPA). Di samping menghadirkan peluang pembelajaran adaptif dan personal, kehadiran teknologi pintar ini memicu tantangan serius terhadap aspek afektif, kebiasaan berpikir (habits of mind), dan kemandirian perilaku belajar siswa. Penelitian ini bertujuan untuk memetakan tantangan kontemporer serta merumuskan strategi pedagogis pengembangan disposisi MIPA pada era AI. Penelitian ini menggunakan metode Systematic Literature Review (SLR) yang berpedoman pada protokol PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Penelusuran literatur dilakukan pada basis data bereputasi (Scopus, ERIC, SINTA, dan Google Scholar) untuk publikasi periode 2019–2026. Melalui tahapan identifikasi (n=100), penyaringan (n=75), dan uji kelayakan (n=30), terpilih sebanyak 14 artikel primer yang memenuhi kriteria inklusi secara ketat. Hasil sintesis literatur menunjukkan bahwa pemanfaatan AI menghadirkan dampak paradoksal. Penggunaan platform AI generatif yang tidak terarah berisiko memicu ketergantungan kognitif (cognitive offloading), pembelajaran dangkal (superficial learning), degradasi kejujuran akademik, serta kebutaan terhadap kekeliruan luaran AI (error blindness). Sebaliknya, integrasi AI dalam model pembelajaran aktif berbasis inkuiri (Guided Inquiry, STEM-IBSE) yang didukung oleh perancah berjenjang (Tiered AI Scaffolding) terbukti efektif menurunkan kecemasan matematika (math anxiety), memperkuat efikasi diri, dan menumbuhkan daya juang produktif (productive struggle). Keberhasilan pengembangan disposisi MIPA di era AI ditentukan oleh sinergi antara desain instruksional guru, regulasi metakognitif, dan ketekunan motivasional (motivational persistence) peserta didik. ]]>
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