Kerangka Konseptual Asesmen Menulis Teks Argumentasi: Desain Rubrik Analitik Berbasis Literasi AI

  • Ayu Herawati Universitas Negeri Yogyakarta, Sleman, Daerah Istimewa Yogyakarta,  Indonesia
  • Sudiati Sudiati Universitas Negeri Yogyakarta, Sleman, Daerah Istimewa Yogyakarta,  Indonesia
  • Esti Swatika Sari Universitas Negeri Yogyakarta, Sleman, Daerah Istimewa Yogyakarta,  Indonesia
DOI: https://doi.org/10.51169/ideguru.v10i3.2187

Abstrak

Integrasi Generative Artificial Intelligence (GenAI) dalam pendidikan bahasa menuntut redefinisi fundamental terhadap konstruk penilaian menulis. Tantangan utama saat ini adalah ketidakmampuan rubrik konvensional—yang menitikberatkan pada akurasi mekanis dan struktur permukaan—untuk membedakan antara kompetensi kognitif siswa dan kecanggihan algoritma. Artikel ini bertujuan menyusun kerangka konseptual dan desain prototipe rubrik analitik baru untuk asesmen teks argumentasi yang secara eksplisit mengintegrasikan dimensi literasi AI. Menggunakan metode studi konseptual, penelitian ini menyintesis referensi kunci yang mencakup teori asesmen bahasa, model argumentasi Toulmin, dan konsep distributed agency (agensi terdistribusi). Penelitian ini mengusulkan pergeseran paradigma asesmen dari product-oriented ke process-oriented melalui model "ko-kreasi". Hasil utama penelitian ini adalah desain rubrik analitik dengan empat dimensi utama beserta bobot usulannya: (1) Orisinalitas dan Sintesis Gagasan (35%), (2) Evaluasi Kritis Sumber dan Output AI (30%), (3) Logika Argumentasi (25%), dan (4) Mekanik (10%), ditambah dengan prasyarat Transparansi Etis. Kerangka ini tidak hanya merespons isu plagiarisme, tetapi juga dirancang untuk mendorong strategi self-regulated learning. Temuan ini diharapkan menjadi acuan bagi pendidik dan pengambil kebijakan dalam merancang ekosistem asesmen yang valid, etis, dan mampu menumbuhkan nalar kritis siswa di era disrupsi teknologi.

Kata Kunci: asesmen menulis, teks argumentasi, rubrik analitik, literasi AI

Data Unduhan PDF

Data unduhan belum tersedia.
Diterbitkan
2025-12-12
Bagaimana cara mengutip:
Herawati, A., Sudiati, S., & Sari, E. S. (2025). Kerangka Konseptual Asesmen Menulis Teks Argumentasi: Desain Rubrik Analitik Berbasis Literasi AI. Ideguru: Jurnal Karya Ilmiah Guru, 10(3), 2083-2089. https://doi.org/10.51169/ideguru.v10i3.2187
Terbitan
Vol 10 No 3 (2025): Edisi September 2025
Bagian
Tinjauan Pustaka

Copyright (c) 2025 Ayu Herawati, Sudiati, Esti Swatika Sari

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstrak viewed: 57 times
PDF downloaded: 31 times

Referensi

Bearman, M., & Ajjawi, R. (2023). Learning to work with the black box: Pedagogy for a complex AI future. British Journal of Educational Technology, 54, 1160–1173. https://doi.org/10.1111/bjet.13337.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman.

Chan, K. K. W., & Tang, W. K. W. (2024). Evaluating English teachers' artificial intelligence readiness and training needs with a TPACK-based model. World Journal of English Language, 15(1), 129-145. URL: https://doi.org/10.5430/wjel.v15n1p129.

Chen, Y., et al. (2025). Effects of generative artificial intelligence on cognitive effort and task performance: Study protocol for a randomized controlled experiment among college students. Trials, 26(244). https://doi.org/10.1186/s13063-025-08950-3.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.

Direktorat Jenderal Pendidikan Tinggi, Riset, dan Teknologi. (2024). Panduan penggunaan Generative Artificial Intelligence (GenAI) pada pembelajaran di perguruan tinggi. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Eaton, S. E. (2025). Global trends in education: Artificial intelligence, postplagiarism, and future-focused learning for 2025 and beyond. International Journal for Educational Integrity, 21(12). https://doi.org/10.1007/s40979-025-00187-6.

Feng, H., Li, K., & Zhang, L. J. (2024). What does AI bring to second language writing? A systematic review (2014–2024). Language Learning & Technology, 29(1), 1–27. https://hdl.handle.net/10125/73629.

Godwin-Jones, R. (2024). Distributed agency in language learning and teaching through generative AI. Language Learning & Technology, 28(2), 5–31. https://hdl.handle.net/10125/73570.

Gregory, R. J. (2015). Psychological testing: History, principles, and applications (7th ed.). Pearson Education.

Jin, F., Lin, C.-H., & Lai, C. (2024). Modeling AI-assisted writing: How self-regulated learning influences writing outcomes. Computers in Human Behavior, 165, 108538. https://doi.org/10.1016/j.chb.2024.108538.

Jin, H. (2025). When AI meets source use: Exploring ChatGPT’s potential in L2 summary writing assessment. System, 133, 103737. https://doi.org/10.1016/j.system.2025.103737.

Jin, T., Su, Y., & Lei, J. (2020). Exploring the blended learning design for argumentative writing. Language Learning & Technology, 24(2), 23–34. http://hdl.handle.net/10125/44720.

Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274.

Kubiszyn, T., & Borich, G. (2013). Educational testing and measurement: Classroom application and practice (10th ed.). John Wiley & Sons.

Lee, H., & Lee, J. H. (2024). The effects of AI-guided individualized language learning: A meta-analysis. Language Learning & Technology, 28(2), 134-162. https://doi.org/10.64152/10125/73575.

Henestrosa, A. L., & Kimmerle, J. (2024). The effects of assumed AI vs. human authorship on the perception of a GPT-generated text. Journalism and Media, 5, 1085–1097. https://doi.org/10.3390/journalmedia5030069.

Liu, J. Q. J., Hui, K. T. K., Zoubi, F. A., Zhou, Z. Z. X., Samartzis, D., Yu, C. C. H., ... & Wong, A. Y. L. (2024). The great detectives: Humans versus AI detectors in catching large language model-generated medical writing. International Journal for Educational Integrity, 20(8). https://doi.org/10.1007/s40979-024-00155-6.

Oppenheim, A. N. (1992). Questionnaire design, interviewing and attitude measurement. Continuum.

Plaatjies, B. O., & van Wyk, M. M. (2025). Prompt literacy as an enhancer of students' academic writing in higher education institutions: A systematic literature review. Journal of Teaching and Learning, 19(4), 114-134. https://doi.org/10.22329/jtl.v19i4.10017.

Pratiwi, N. K., Yulianto, B., Mintowati, M., Supratno, H., Sodiq, S., & Mulyono, M. (2024). Persepsi mahasiswa terhadap penggunaan ChatGPT: Peluang dan tantangan bagi pembelajaran Bahasa Indonesia sebagai mata kuliah wajib pada kurikulum perguruan tinggi. Jurnal Onoma: Pendidikan, Bahasa, dan Sastra, 10(3), 2727–2742. https://doi.org/10.30605/onoma.v10i3.3931.

Shi, Z., Liu, F., Lai, C., & Jin, T. (2024). Enhancing the use of evidence in argumentative writing through collaborative processing of content-based automated writing evaluation feedback. Language Learning & Technology, 26(2), 106–128. https://doi.org/10125/73481.

Toulmin, S. E. (2003). The uses of argument (Updated ed.). Cambridge University Press.

Turková, K., Krásničan, V., Prázová, I., Turčínek, P., & Foltýnek, T. (2025). Adapting to the future: The use of AI tools and applications in university education and a call for transparent rules and guidelines. International Journal for Educational Integrity, 21(29). https://doi.org/10.1007/s40979-025-00203-9.

Wang, Q., & Newell, G. E. (2025). Teaching and learning argumentative writing as critical thinking in an EFL composition classroom. Learning, Culture and Social Interaction, 54, 100891. https://doi.org/10.1016/j.lcsi.2025.100891.

Warschauer, M, & Xu, Y. (2024). Generative AI for Language learning: Entering a new era. Language Learning & Technology, 28(2), 1–4. https://hdl.handle.net/10125/73569.

Woo, D. J., Susanto, H., Yeung, C. H., Guo, K., & Fung, A. K. Y. (2024). Exploring AI-Generated text in student writing: How does AI help? Language Learning & Technology, 28(2), 183–209. https://hdl.handle.net/10125/73577.

Zhang, R., Zou, D., Xie, H., & Wang, F. L. (2025). Engagements with GPT responses and learner prompts in ChatGPT-based learning of English argumentative writing logic and their impacts. Computers and Education: Artificial Intelligence, 9, 100489. https://doi.org/10.1016/j.caeai.2025.100489.

Zhang, Y., Qi, W., Xia, C., Sun, H., & Chen, L. (2025). Exploring the effect of cooperative learning on senior high school students’ critical thinking in EFL writing: An intervention study. Thinking Skills and Creativity, 56, 101765. https://doi.org/10.1016/j.tsc.2025.101765.

Zhou, S, & Du Preez, G. D. (2025). Bringing Cinderella into spotlight: GenAI-assisted grammar acquisition in academic writing. Language Learning & Technology, 29(1), 1–25. https://doi.org/10.64152/10125/73639.