Kontribusi Artificial Intelligence terhadap Kualitas Argumentatif dan Koherensi Paragraf Karya Ilmiah: Systematic Literature Review
Keywords:
Artificial Intelligence , Academic Writing , Argumentative Quality , Paragraph Coherence , Systematic Literature ReviewAbstract
The rapid dvelopment of artifical intelligence (AI) has significanly influenced academic writing, particularly in argument construction and paragraph coherence. This study aims to examine the contribution of AI to argumentative quality and paragraph coherence in academic writing throught a systematic literature review. Data he were collected from peeriviewed articles published whitin the last five years, primarily from scopus indexed journal accessed throught google scholar. The study employed the Prisma fromework to select relevant literature base on inclusion and exclusion criteria, followes by thematic synthesis analysis. The findings reveal that AI assisted writing tools improve argumentative clatrity, idea organization and paragraph coherence by supporting structured argument development and revision processes. However, excessive dependence on AI may weaken critical reasoning skills. This study concludes that responsible and pedagogically guide AI integration can enhance academic writing quality while maintaining students critical and analytical thinking.
Downloads
References
Chen, C., & Gong, Y. (2025). The role of AI assisted learning in academic writing: A mixed methods study on Chinese as a second language students. Education Sciences, 15(2), 141. https://doi.org/10.3390/educsci15020141
Deep, P. D., & Chen, Y. (2025). The role of AI in academic writing: Impacts on writing skills, critical thinking, and integrity in higher education. Societies, 15(9), 247. https://doi.org/10.3390/soc15090247
Hao, L., Yusoff, S. M., & Tian, K. (2026). Impacts of AI enhanced task based learning on EFL postgraduates’ higher order thinking skills and English academic writing self efficacy. Journal of English for Academic Purposes, 80, 101652. https://doi.org/10.1016/j.jeap.2026.101652
Jiang, F. K., & Hyland, K. (2025). Rhetorical distinctions: Comparing metadiscourse in essays by ChatGPT and students. English for Specific Purposes, 79, 17–29. https://doi.org/10.1016/j.esp.2025.03.001
Li, F., & Zhang, Y. (2026). A meta analysis of the effectiveness of technology assisted academic writing instruction in higher education. Language Teaching Research. https://doi.org/10.1177/13621688251406901
Li, H., Wang, Y., Luo, S., & Huang, C. (2025). The influence of generative artificial intelligence on the effectiveness of argumentative writing in higher education: Evidence from a quasi experimental study in China. Journal of Asian Public Policy, 18(2), 405–430. https://doi.org/10.1080/17516234.2024.2363128
Lingard, L. (2023). Writing with ChatGPT: An illustration of its capacity, limitations and implications for academic writers. Perspectives on Medical Education, 12(1), 261. https://doi.org/10.5334/pme.1072
Mat, M., Hashim, H., & Sulaiman, N. A. (2025). Enhancing writing skills through web based learning in ESL/EFL classrooms: A systematic review. International Journal of Learning, Teaching and Educational Research, 24(8), 473–496. https://doi.org/10.26803/ijlter.24.8.20
Mo, Z., & Crosthwaite, P. (2025). Exploring the affordances of generative AI large language models for stance and engagement in academic writing. Journal of English for Academic Purposes, 75, 101499. https://doi.org/10.1016/j.jeap.2025.101499
Muñoz, T. C. S., Aquise, M. B., & Cisneros, R. M. F. (2025). ChatGPT in education: A review of its impact on personalized learning, critical thinking, and academic writing (2023–2025). Zenodo. https://doi.org/10.5281/zenodo.15378864
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
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
Pratama, R. D., Widiati, U., & Hakim, L. N. (2025). Effects of human AI collaborative writing strategy on EFL students’ argumentative writing skills. Computer Assisted Language Learning, 1–32. https://doi.org/10.1080/09588221.2025.2503900
Stofiana, T., Sunendar, D., Mulyati, Y., & Sastromiharjo, A. (2025). Writing with AI, thinking with Toulmin: Metacognitive gaps and the rhetorical limits of argumentation. Ampersand. https://doi.org/10.1016/j.amper.2025.100242
Sukmojati, E., Al Viana, S., Djami, M. K., Fauzi, A., Syafirah, D., & Bana, E. O. (2025). Critical thinking in English language teaching: A bibliometric analysis. F1000Research, 14, 1305. https://doi.org/10.12688/f1000research.171160.1
Sun, G., Ahmad, N. K., & Nawi, N. R. C. (2024). Investigating the application of thematic progression in EFL writing. International Journal of Learning, Teaching and Educational Research, 23(2), 294–312. https://doi.org/10.26803/ijlter.23.2.14
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ananda Lailatul Kholifa, Mahfudliyah, Fara Dila Affarani Putri, Imron Fauzi (Author)

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










