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PEDAGOGIK : JURNAL PENDIDIKAN
Published by Universitas Nurul Jadid
ISSN : 23547960     EISSN : 25285793     DOI : -
Core Subject : Education,
Education
Pedagogik : Jurnal Pendidikan is a peer-reviewed journal to discuss and spread original and critical analysis on various contemporary educational issues. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in education in any fields including: 1) Learning and Teaching, 2) Philosophies of education, 3) Management Education, 4) Religious Education, 5) Social Education, 6) Educational Leadership, 7) Education management, 8) Language Education, 9) Curriculum, Educational Media & Technology, 10) Educational approaches, etc.
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Articles 211 Documents
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ARTIFICIAL INTELLIGENCE IN ADULT ACADEMIC WRITING: EFFECTS ON WRITING QUALITY AND COGNITIVE AUTHENTICITY Sri Nurhayati; Safuri Musa; Taufikin Taufikin
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i2.14865

Abstract

The integration of artificial intelligence (AI) in adult academic writing is rapidly transforming how adult students produce, organize, and evaluate written work. This study examines how AI use affects text structure quality and cognitive authenticity, with attention to metacognitive self-regulation and ethical awareness. A mixed-methods approach was employed, combining survey data, pre–post writing comparisons, regression analysis, and qualitative interviews. The findings reveal that artificial intelligence significantly improves text structure quality by enhancing coherence, organization, and linguistic accuracy. The improvement is accompanied by a decline in cognitive authenticity, reflected in reduced originality, weaker authorial voice, and lower reflective depth. Regression results indicate that artificial intelligence engagement positively predicts structural quality but negatively affects authenticity. In contrast, metacognitive self-regulation, and ethical awareness function as protective factors, supporting both critical engagement and intellectual ownership. Qualitative findings further confirm that adult students experience artificial intelligence as both a structural support and a source of cognitive dependency.

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