The Negative Impact of Artificial Intelligence (AI) on Students’ Learning Processes: An Islamic Counseling Perspective
Indonesia Indonesia Indonesia Indonesia Indonesia Indonesia Indonesia 
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Artificial Intelligence, Critical Thinking, Islamic Counseling, Learning Process, Student Learning Independence
Abstract
Background: Artificial Intelligence (AI) has transformed education by enabling students to access information and complete academic tasks more efficiently. However, excessive and uncontrolled AI use may reduce critical thinking, learning independence, academic motivation, and social interaction. Empirical evidence is therefore needed to understand these negative impacts and to formulate appropriate educational interventions.
Purpose: This quantitative study analyzed the negative influence of AI utilization on students’ learning processes and examined its implications from the perspective of Islamic Counseling.
Method: A quantitative survey involved 36 students selected through purposive sampling. Data were collected using a 20-item, four-point Likert-scale questionnaire with high reliability (Cronbach’s ? = 0.988) and analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) to examine students’ perceptions of the negative effects of AI on learning activities.
Results: Excessive AI use negatively affected several aspects of students’ learning, including increased dependence on AI for academic tasks, decreased critical thinking, reduced learning motivation and independence, declining reading habits and information verification, and limited academic interaction with teachers and peers. The convenience of AI may also reduce students’ responsibility for constructing knowledge independently.
Conclusion: This study offers practical implications for educators and school counselors in promoting responsible AI use. From the perspective of Islamic Counseling, strengthening ?idq (honesty), am?nah (responsibility), self-control, and tabayyun is essential so that AI functions as a learning support tool rather than a substitute for students’ thinking and learning processes.
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Authors
Copyright (c) 2026 Mona Yulia Zulfa, Micha Felayati Silalahi, Vinda Chairunnisa, Ikhwan Rahman, Amelia Paramida, Azara Adinda Salsalbila Putri, Basri Juliadin
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