Artificial Intelligence as a Learning Companion in the Classroom: Fostering Growth Mindset and Critical Thinking in AI-Assisted Learning Environments

Juwita Sukmaningsih; Muhammad Ainur Rofiq; Wahyu Surya Al Fikri; Mahmuda Ma'arif; Wahyu Nanda Eka Saputra

doi:10.56741/IISTR.bei.002279

Authors

Juwita Sukmaningsih Universitas Ahmad Dahlan
Muhammad Ainur Rofiq Universitas Ahmad Dahlan
Wahyu Surya Al Fikri Universitas Ahmad Dahlan
Mahmuda Ma'arif Universitas Ahmad Dahlan https://orcid.org/0009-0007-1921-7364
Wahyu Nanda Eka Saputra
wahyu.saputra@bk.uad.ac.id
Universitas Ahmad Dahlan https://orcid.org/0000-0001-8724-948X

DOI:

https://doi.org/10.56741/IISTR.bei.002279

Keywords:

AI Literacy, Artificial Intelligence, Classroom Learning, Critical Thinking, Growth Mindset

Abstract

The rapid advancement of artificial intelligence (AI) has significantly transformed educational practices, particularly in classroom learning environments. AI-powered technologies such as intelligent tutoring systems and generative AI platforms provide new opportunities for personalized learning, knowledge exploration, and academic support. However, the integration of AI in education also raises critical concerns regarding the reliability of AI-generated information and the risk of students becoming overly dependent on automated tools. This study explores the role of artificial intelligence as a learning companion in classroom contexts and examines how educators can cultivate growth mindset and critical thinking skills among students in AI-assisted learning environments. Using a qualitative literature-based approach, this study synthesizes recent research on AI in education, AI literacy, and growth mindset pedagogy published between 2022 and 2026. The study proposes a conceptual framework that integrates AI-assisted exploration, critical evaluation of AI-generated knowledge, and reflective learning practices aimed at developing growth mindset among students. The findings indicate that AI should not be viewed as a definitive source of knowledge but rather as a cognitive partner that supports idea generation, information exploration, and collaborative learning. At the same time, students must be trained to critically evaluate AI outputs because AI systems may produce inaccurate or biased information. By integrating growth mindset principles and AI literacy into classroom pedagogy, teachers can help students use AI responsibly while maintaining active intellectual engagement. This study contributes to ongoing discussions about the ethical and pedagogical implications of AI in education and proposes strategies for balancing technological innovation with human cognitive development.

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Author Biographies

Juwita Sukmaningsih, Universitas Ahmad Dahlan

is a student in the Teacher Professional Education Program at the Faculty of Teacher Training and Education, Ahmad Dahlan University, Yogyakarta, Indonesia. Her field of study focuses on Pancasila and Civic Education. She has a strong interest in developing contextual, innovative, and character-oriented learning that reflects the values of Pancasila. (email: juwsnh@gmail.com).

Muhammad Ainur Rofiq, Universitas Ahmad Dahlan

is a student in the Teacher Professional Education Program at the Faculty of Teacher Training and Education, Ahmad Dahlan University, Yogyakarta, Indonesia. His academic interests focus on education, particularly in developing effective teaching strategies and fostering meaningful learning experiences in the classroom. (email: mainurrofiq462@gmail.com).

Wahyu Surya Al Fikri, Universitas Ahmad Dahlan

is a student in the Teacher Professional Education Program at the Faculty of Teacher Training and Education, Ahmad Dahlan University, Yogyakarta, Indonesia. His academic interests focus on education, particularly developing meaningful and engaging learning methods for Civics Education both in and outside the classroom. (email: wahyu.wahyu060802@gmail.com).

Mahmuda Ma'arif, Universitas Ahmad Dahlan

is an academic affiliated with Universitas Ahmad Dahlan whose scholarly interests focus on social science, character education, and Civic Education (PPKn). His academic work emphasizes the development of civic values, ethical awareness, and character formation within educational contexts. He actively contributes to educational research and learning practices that support responsible citizenship and social development. (email: mahmuda.maarif@ppkn.uad.ac.id).

Wahyu Nanda Eka Saputra, Universitas Ahmad Dahlan

focuses on guidance and counseling, psychoeducation for peace, peace counseling, and peace education. His academic interests emphasize the development of counseling approaches that promote social harmony, conflict resolution, and psychological well-being in educational settings. He actively contributes to research and academic activities related to counseling and peace-based educational practices. His institutional email has been verified through the bk.uad.ac.id domain, reflecting his academic affiliation and professional engagement. (email: wahyu.saputra@bk.uad.ac.id).

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