Critical Literacy in the Age of Artificial Intelligence: A Literature Review on Strengthening Academic Reading and Writing Skills in Indonesian Language Instruction

Abstract

Advances in generative artificial intelligence present both opportunities and challenges in the learning of the Indonesian language, particularly with regard to the ability to evaluate information and produce academically sound writing. This study aims to analyse the role of critical literacy as a foundation for strengthening academic reading skills and to synthesise strategies for its integration with artificial intelligence to support academic writing skills. The study employs a literature review method using a descriptive-qualitative approach through the examination of scientific articles, academic books and relevant policy documents. The results of the synthesis indicate that critical literacy provides a conceptual framework for understanding texts, evaluating the credibility of sources, examining the relationship between claims and evidence, recognising bias, and comparing perspectives. In academic writing, the integration of critical literacy and artificial intelligence is directed towards the development of ideas, the structuring of arguments, the evaluation of feedback, the verification of references, and reflective revision, whilst maintaining students’ intellectual control. The pedagogical implications include process-based learning, assessment of both the product and the writing process, and transparency in the use of technology in accordance with institutional regulations. This study concludes that artificial intelligence should be positioned as a supporting tool, not a substitute for reasoning and academic responsibility. The strategies formulated are conceptual in nature and require empirical testing within the context of Indonesian language learning.