Learning in the AI Era: Between Convenience and Laziness of Thought

In today’s digital era, technological progress has created various innovations that change the way people live, work, and learn. One of the most striking innovations is the arrival of artificial intelligence (AI). In the world of education, AI is a hot topic of discussion because of its great potential to speed up and simplify the learning process. Applications such as ChatGPT, Photomath, and AI translators have become part of the daily lives of many learners. Just by typing a question or photographing a problem, students can immediately get answers and explanations instantly.

However, behind this progress a big question arises: does technology really help students learn better, or does it actually make them lazier at thinking? This question came to the surface after a video of a high school student went viral on social media. In the video, the student appeared to struggle to answer a basic maths problem that should have been easy to solve. Public reactions varied, from concern and anger to questioning the quality of our education today. Is this a reflection of the failure of the education system? Or a side effect of dependence on technology?

It is true that AI is very helpful in accessing information quickly. For students, the presence of AI is like opening a door to a world of unlimited knowledge. However, there is a big difference between knowing the answer and understanding the process. Many learners today chase only the final result or the correct answer. Yet they forget that the process of thinking, seeking solutions, and analysing problems is the core of learning itself.

This dependence raises serious concerns. If from an early age students are accustomed to skipping the learning process and directly taking results from technology, then what is formed is not a generation of learners, but a generation of copiers. They memorise the output but do not understand the input. They know the answer but do not grasp the logic. This will certainly have a bad impact in the long term, especially when they have to face real challenges that cannot be solved simply by asking a machine.

Furthermore, this shows that our education is not yet fully ready to face the digital era. The curriculum is indeed starting to adapt, and some schools have integrated technology into the learning process. However, this transformation has not yet touched the root of the problem: how to foster an independent, critical, and reflective learning attitude in students. Without this foundation, any technology will only become a tool of escape, not a driver of progress.

This is where the role of teachers, schools, and parents matters. Teachers are not only deliverers of material, but also guides of the thinking process. Schools are not merely places for memorising, but spaces for sharpening reasoning and character. Parents also need to be involved, providing supervision and direction so that children do not get trapped in the comfort zone that technology offers.

AI should be a tool, not a replacement. We can use AI to make learning more engaging, such as creating adaptive exercises, explaining concepts through interactive visualisation, or helping students understand difficult topics with a personalised approach. But even so, the thinking process must remain at the core of the learning experience.

All these concerns become more important when we remember one big thing: Indonesia aims to become a developed country by 2045, which is referred to as Golden Indonesia (Indonesia Emas). By that time, the nation will celebrate 100 years of independence. The generation currently sitting in school is the generation that will become the backbone of the nation in the future. Those who are still learning to count, write, and understand basic concepts will one day become leaders, innovators, and policymakers.

Towards Golden Indonesia 2045, we need a generation that is not only technology-literate, but also has the ability to think critically, solve problems, collaborate, and be creative. These abilities cannot be formed instantly by technology, especially if technology is used only as a shortcut. We need an education system that instils curiosity, the ability to learn independently, and resilience in facing challenges. AI can help shape these, as long as it is used wisely.

If we fail to balance the use of technology with strengthening character and basic understanding, then we will lose a great momentum. The golden generation could turn into a dull generation that is quick at finding answers but slow at thinking. And if that happens, then the dream of Golden Indonesia will remain only a dream.

As a nation, we must not be proud only of the technology we have, but must dare to ask whether the younger generation can truly use it to think, create, and solve problems. We need education that produces not only high grades on paper, but also high quality of human beings in the real world.

Finally, we must ask ourselves: are we producing a generation that can use technology to think, or a generation that stops thinking because it relies too much on technology? The answer will determine not only the direction of our education, but also the future of this nation.