Transformation of Academic Writing Practices in the Era of Generative Artificial Intelligence: A Case Study of Students in Higher Education

Abdul Haliq; Akhiruddin Akhiruddin; Tuti Wijayanti

doi:10.61255/jupiter.v4i5.2039

Authors

Abdul Haliq Universitas Negeri Makassar
Akhiruddin Universitas Papua
Tuti Wijayanti Universitas Negeri Makassar

DOI:

https://doi.org/10.61255/jupiter.v4i5.2039

Keywords:

Generative Artificial Intelligence, AI Literacy, Academic Writing, Academic Integrity, Author Autonomy

Abstract

Backround: While the use of GenAI in academic writing has become widespread, in-depth understanding of students' subjective experiences, usage strategies, and ethical negotiations remains limited, particularly within the Indonesian context. This research aims to identify GenAI usage patterns and strategies, explore students' perceptions regarding benefits and challenges, and understand the negotiation of AI literacy, academic integrity, and writer agency in student writing practices. Method: Data were collected through semi-structured interviews with 12 students, participant observation, and document analysis within the Indonesian Language and Literature Education Study Program at Universitas Negeri Makassar. Result: Thematic analysis revealed three main themes. First, GenAI usage patterns fall into three levels—technical support, text development, and writing transformation—involving varying applications of metacognitive strategies. Second, students perceive benefits such as writing efficiency, improved language quality, idea exploration, and increased confidence, while also identifying challenges including over-reliance, questionable information reliability, threats to originality, and ethical ambiguity. Third, students engage in complex negotiations involving AI literacy, academic integrity, and writer agency, influenced by six factors: AI literacy levels, writing experience, lecturer expectations and institutional policies, task difficulty, academic pressure, and resource availability. Conclusion: The findings indicate that students with higher AI literacy tend to use GenAI more strategically and critically while maintaining writer agency, whereas those with low AI literacy are more susceptible to dependency and risks regarding originality.

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