AI Hallucination: Pentingnya Literasi dan Berpikir Kritis dalam Pendidikan Hukum
DOI:
https://doi.org/10.36448/jpmtb.v4i2.158Kata Kunci:
Artificial Intelligence, AI hallucination, literasi hukum, berpikir kritis, mahasiswa hukumAbstrak
Kegiatan pengabdian kepada masyarakat ini dilaksanakan untuk menumbuhkan kesadaran literasi dan kemampuan berpikir kritis di kalangan mahasiswa hukum di era pemanfaatan Artificial Intelligence (AI). Kegiatan ini berangkat dari fenomena meningkatnya ketergantungan mahasiswa terhadap AI dalam proses belajar, yang berpotensi menurunkan kemampuan membaca mendalam (deep reading) dan penalaran hukum (legal reasoning). Peserta kegiatan merupakan mahasiswa hukum di Kota Bandar Lampung dengan tingkat kebiasaan membaca yang bervariasi. Melalui sesi penyuluhan, diskusi, dan praktik reflektif, kegiatan ini membahas hubungan antara literasi hukum, keterampilan berpikir kritis, dan etika penggunaan AI. Hasil kegiatan menunjukkan bahwa literasi hukum tidak hanya berkaitan dengan jumlah bacaan, tetapi juga dengan kedalaman proses memahami, menafsirkan, dan mengaitkan teks hukum dengan konteks sosialnya. Selain itu, peserta diajak mengenali risiko over-reliance terhadap AI dan fenomena AI hallucination yang dapat mengganggu akurasi dan integritas penalaran hukum. Diskusi kemudian diarahkan pada penguatan kompetensi mahasiswa hukum yakni kolaborasi antara keterampilan analitis manusia dan pemanfaatan teknologi berbasis AI secara reflektif dan etis.
Unduhan
Referensi
Ahmad, M., & Wilkins, S. (2025). Purposive sampling in qualitative research: A framework for the entire journey. Quality & Quantity, 59(2), 1461–1479. https://doi.org/10.1007/s11135-024-02022-5
Bangeni, B. (2024). Reading (in) law: A critical appraisal of the impact of language on disciplinary novices’ cognitive reading strategies. Language & Communication, 94, 69–84. https://doi.org/10.1016/j.langcom.2023.12.001
Dergaa, I., Chamari, K., Zmijewski, P., & Ben Saad, H. (2023). From human writing to artificial intelligence generated text: Examining the prospects and potential threats of ChatGPT in academic writing. Biology of Sport, 40(2), 615–622. https://doi.org/10.5114/biolsport.2023.125623
Farber, S. (2024). Harmonizing AI and human instruction in legal education: A case study from Israel on training future legal professionals. International Journal of the Legal Profession, 31(3), 349–363. https://doi.org/10.1080/09695958.2024.2430018
Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15(1), 6. https://doi.org/10.3390/soc15010006
Gutowski, N., & Hurley, J. (2023). AI in Legal Education: Drafting Policies for Balancing Innovation and Integrity. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4628812
Haarala-Muhonen, A., Hyytinen, H., Tuononen, T., & Melander, S. (2022). Law students’ descriptions of legal reasoning. The Law Teacher, 56(4), 471–484. https://doi.org/10.1080/03069400.2022.2057754
Hou, C., Zhu, G., & Sudarshan, V. (2025). The role of critical thinking on undergraduates’ reliance behaviours on generative AI in problem‐solving. British Journal of Educational Technology, 56(5), 1919–1941. https://doi.org/10.1111/bjet.13613
Hua, S., Jin, S., & Jiang, S. (2024). The Limitations and Ethical Considerations of ChatGPT. Data Intelligence, 6(1), 201–239. https://doi.org/10.1162/dint_a_00243
Kimbrough, J. (2025). Developing Lawyering Skills in the Age of Artificial Intelligence: A Framework for Legal Education. Journal of Technology Law & Policy, 29(1).
Krullaars, Z. H., Januardani, A., Zhou, L., & Jonkers, E. (2023). Exploring Initial Interactions: High School Students and Generative AI Chatbots for Relationship Development. https://doi.org/10.18420/MUC2023-MCI-SRC-415
Özer, M. (2024). IS ARTIFICAL INTELLIGENCE HALLUCINATING? Turkish Journal of Psychiatry. https://doi.org/10.5080/u27587
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Piaskowska, O. M., & Piesiewicz, P. F. (2025). Legal reading: The effective teaching of reading skills in the civil law system (part II) – using the designed “text map method.” The Law Teacher, 1–15. https://doi.org/10.1080/03069400.2025.2504840
Stefan H. Krieger. (2006). The Development of Legal Reasoning Skills in Law Students: An Empirical Study. Legal Educ, 56(J), 332.
Sun, Y., Sheng, D., Zhou, Z., & Wu, Y. (2024). AI hallucination: Towards a comprehensive classification of distorted information in artificial intelligence-generated content. Humanities and Social Sciences Communications, 11(1), 1278. https://doi.org/10.1057/s41599-024-03811-x
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(1), 28. https://doi.org/10.1186/s40561-024-00316-7
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Rafika Rizky Aulia Rahman, Dinda Anna Zatika, Reisa Malida, Adam Muhammad Yanis

Artikel ini berlisensi Creative Commons Attribution-NonCommercial 4.0 International License.
