Breaking AI Dependence in Argumentative Writing A Qualitative Action Research Utilizing the Socratic Method at SMAN 1 Sumbermanjing

Silvia Ayus Saidah; Agus Sholeh

doi:10.61104/jq.v4i3.7051

Authors

Silvia Ayus Saidah Universitas PGRI Kanjuruhan Malang
Agus Sholeh Universitas PGRI Kanjuruhan Malang

DOI:

https://doi.org/10.61104/jq.v4i3.7051

Keywords:

Ketergantungan AI, Menulis Argumentatif, Metode Socrates, EFL, Penelitian Tindakan Kualitatif

Abstract

Perkembangan pesat teknologi Artificial Intelligence (AI) generatif seperti ChatGPT telah memengaruhi proses pembelajaran menulis pada siswa EFL, khususnya dengan munculnya ketergantungan terhadap AI dalam penyusunan teks argumentatif. Kondisi ini berpotensi melemahkan kemampuan berpikir kritis, kemandirian belajar, dan kepemilikan ide siswa dalam menulis. Penelitian ini bertujuan untuk mengeksplorasi penerapan Metode Socrates dalam mengurangi ketergantungan AI serta memulihkan praktik menulis argumentatif yang autentik pada siswa kelas XI SMAN 1 Sumbermanjing. Penelitian menggunakan desain Qualitative Action Research (QAR) dengan siklus perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui observasi kelas, analisis perkembangan draf tulisan siswa, catatan lapangan, jurnal reflektif, serta wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa penggunaan pertanyaan Socrates secara sistematis mampu mengungkap kesenjangan antara teks hasil AI dan pemahaman siswa. Modifikasi intervensi melalui lembar umpan balik tertulis dan diskusi sebaya berhasil menurunkan kecemasan siswa serta meningkatkan partisipasi aktif dalam proses revisi. Selain itu, siswa mulai meninggalkan kosakata kompleks yang tidak dipahami dan beralih pada penggunaan bahasa yang lebih sederhana namun sesuai dengan kemampuan serta konteks lokal mereka. Temuan ini menunjukkan bahwa Metode Socrates efektif dalam mengurangi ketergantungan terhadap AI dan memperkuat kemandirian berpikir serta kepemilikan gagasan dalam menulis argumentatif.

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