Apa yang kalian pikirkan kalau pertama kali dengar ‘AI, ChatGPT, Perplexity, Gemini, dan kawan-kawannya’ , i’ll go first! bias atau ketidakakuratan, kita tidak bisa menggantungkan ide kita kepada AI karena model AI bisa saja memberikan informasi yang tidak benar, tidak akurat, atau tidak berdasar. Begitupun ketika kita menulis sebuah tulisan akademik, dimana AI berperan sebagai asisten penulisan untuk membuat sebuah teks yang memfasitilasi dalam penulisan, bukan berarti AI menulis keseluruhan manuskripnya. Tiap-tiap AI memiliki karakter yang berbeda-beda mengikuti perintah tuannya. Namun, tetap walaupun tuannya memerintahkan untuk melunturkan karakter AI-nya, itu akan sangat mudah tetap terdeteksi, karakter dari bahasa AI sangat lah mudah untuk dideteksi karena memiliki pola yang sama berulang tiap paragrafnya. Tapi dengan begitu apakah penggunaan AI masih dapat diterima dalam penulisan akademik? Jawabannya, bisa. Jujur saja kita tidak dapat menghindari penggunaan AI dan menerima kenyataan bahwa kita saat ini bergantung pada AI, dalam dunia pendidikan bukan hanya mahasiswa saja yang bergantung pada AI, bahkan sekelas dosen, dekan, bahkan rektor pun bergantung padanya dalam beberapa keadaan, apakah saya mengada-ada? tidak, karena begitulah keadaannya sekarang.

Lalu apa yang kita dapat manfaatkan dari AI?, Meminta AI untuk memberikan ide? diperbolehkan, menanyakan pendapat dari AI? diperbolehkan, memerintah AI untuk menulis keseluruhan tulisan? tinggalkan. Penggunaan AI dalam penulisan akademik dimulai dari tahun 2023 sudah dapat dimasukan dalam pengutipan dan reproduksi teks yang dibuat oleh AI boleh diterapkan didalam tulisan, yaitu dengan syarat menjelaskan penggunaan AI sebagai bagian dari metode atau bagian yang sesuai dalam tulisan. Seperti yang kita ketahui hasil percakapan dari AI tidak dapat diakses oleh pengguna lain, dan teks yang dihasilkan oleh AI dibentuk berdasarkan algoritma tanpa adanya peran seorang individu yang artinya kita tidak dapat mengutipnya sebagai “personal communication”, namun dalam penerapan di tulisan kita harus tetap memberikan kredit sebagai OpenAI baik dalam kutipan langsung, referensi daftar pustaka, maupun memasukannya kedalam appendix, mengakui dan menyebutkan bahwa teks tersebut merupakan produk dari OpenAI (McAddo, 2023).

Dikutip langsung dari website APA STYLE, kutipan langsung dari OpenAI dan referensi daftar pustaka dapat dituliskan menjadi:

OpenAI. (2025). ChatGPT (GPT 4.0) [Large language model]. https://chat.openai.com/chat

Author. (tahun dari versi yang digunakan). cetak miring AI yang digunakan (versi yang digunakan). website

Kutipan dalam kurung: (OpenAI, 2025)
Kutipan naratif: OpenAI (2025)

Penggunaan AI dalam penulisan akademik tidak dapat dipungkiri dan saat ini semakin diterima, asalkan kita menggunakannya sesuai dengan pedoman penulisan mengikuti instansi anda. Penggunaan AI diperbolehkan namun tidak menggantungkan seluruh pekerjaan kepada AI, AI hanyalah sebuah pelengkap bukan pengganti, bijaklah memanfaatkan AI untuk tetap menjaga integritas dan penulisan kita sebagaimana seorang penulis.

TEDx Talks — Natasha Berg — Should we let students use ChatGPT?

(p.s. ditulis langsung tanpa menggunakan bantuan AI)

References
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

McAdoo, Timothy. (2023). How to cite ChatGPT. APA STYLE. https://apastyle.apa.org/blog/how-to-cite-chatgpt

Sahnaz Yuniar Fadmanagara

2223210026 - 4B

Final Exam Academic Writing

In today's interconnected world, social media has become an inseparable part of our lives, revolutionizing communication, information sharing, and shaping public discourse. While it has undoubtedly brought numerous benefits, concerns about its potential negative impact have also emerged. This essay critically explores the question: "Is social media killing?" by delving into its effects on mental health, interpersonal relationships, political polarization, and societal well-being. Through an analysis of scholarly articles, journals, books, and reputable websites, we aim to gain a comprehensive understanding of the topic.

1.       The Toll on Mental Health:

One of the significant areas to consider is social media's impact on mental health. A study conducted by Kross et al. (2013) revealed a correlation between excessive social media use and increased feelings of loneliness and depressive symptoms. Furthermore, Vannucci et al. (2020) discovered a negative association between social media use and self-esteem, especially among adolescents. These findings suggest that social media may contribute to mental health issues, raising concerns about its potential harm. 

2.       Impact on Interpersonal Relationships:

Another crucial aspect to explore is the influence of social media on interpersonal relationships. In the book "Alone Together: Why We Expect More from Technology and Less from Each Other" (2011), Turkle argues that an overreliance on social media can lead to a decline in face-to-face interactions, potentially diminishing the quality of personal relationships. Additionally, Toma and Hancock (2013) shed light on the superficial nature of online interactions on social media platforms, lacking the depth and emotional connection found in offline relationships.

3.       The Polarizing Power:

The role of social media in political polarization is an area of concern. Bail et al.'s study (2018) examined the spread of misinformation on social media platforms and found that exposure to false news articles increases political polarization. Similarly, Barberá et al. (2015) highlighted the echo chamber effect, where social media algorithms reinforce existing beliefs, potentially exacerbating divisions within society.

4.       The Impact on Societal Well-being:

The broader impact of social media on societal well-being is a topic that merits attention. In "The Shallows: What the Internet Is Doing to Our Brains" (2010), Carr argues that social media's constant distractions and information overload can negatively impact cognitive abilities, attention spans, and critical thinking skills. Additionally, Twenge's study (2019) found a correlation between increased social media use and decreased indicators of well-being, such as life satisfaction and happiness among adolescents.

5.       Trust and Reliability:

Examining the trustworthiness of social media content is crucial. Pennycook and Rand's article (2019) discusses the prevalence of misinformation and fake news on social media platforms, emphasizing the potential consequences on public opinion and decision-making processes. It underscores the need for critical media literacy skills to navigate the vast information landscape of social media. 

6.       The Dark Side: Cyberbullying and Online Harassment:

The dark side of social media emerges through cyberbullying and online harassment. Hinduja and Patchin's book, "Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying" (2009), explores the detrimental effects of online harassment on victims and the challenges associated with effectively addressing this issue. It highlights the importance of implementing policies and interventions to create a safer online environment. 

7.       Mitigating Potential Harms:

While acknowledging the potential negative effects, it is essential to explore potential solutions. Kross et al.'s article (2019) emphasizes the role of self-reg

It is evident that social media's impact on society is not a black-and-white issue. While it has brought about significant advancements in communication and information sharing, it is essential to recognize and address its potential negative consequences.

Throughout this essay, a range of scholarly articles, books, and reputable websites have shed light on the various ways social media can influence mental health, interpersonal relationships, political polarization, and societal well-being. Excessive social media use has been associated with feelings of loneliness, depressive symptoms, and reduced self-esteem. It has also been linked to a decline in face-to-face interactions and the cultivation of superficial relationships.

Moreover, the role of social media in political polarization is concerning. The spread of misinformation and the reinforcement of existing beliefs through social media platforms can contribute to societal divisions. Additionally, social media's impact on well-being, including decreased cognitive abilities and well-being indicators, raises important questions about its long-term effects.

The trustworthiness of social media content cannot be overlooked. The prevalence of misinformation and fake news underscores the need for media literacy skills to navigate the digital landscape effectively. 

Furthermore, the dark side of social media manifests in the form of cyberbullying and online harassment, highlighting the urgency of creating safer online environments and implementing measures to address these issues.

While acknowledging these potential harms, there are also opportunities for individuals and society to mitigate them. Practicing self-regulation and mindful social media use can help individuals maintain a healthy relationship with these platforms. Critical evaluation of social media platforms, as well as conscious decisions regarding their usage, can contribute to a more balanced and responsible digital experience.

References

        Kross, E., Verduyn, P., Demiralp, E., Park, J., Lee, D. S., Lin, N., ... & Ybarra, O. (2013). Facebook use predicts declines in subjective well-being in young adults. PLoS One, 8(8), e69841.

        Vannucci, A., Flannery, K. M., & Ohannessian, C. M. (2020). Social media use and anxiety in emerging adults: Examining the moderating effect of offline social support. Journal of Applied Developmental Psychology, 68, 101185.

        Turkle, S. (2011). Alone Together: Why We Expect More from Technology and Less from Each Other. Basic Books.

        Toma, C. L., & Hancock, J. T. (2013). Self-affirmation underlies Facebook use. Personality and Social Psychology Bulletin, 39(3), 321-331.

        Bail, C. A., Argyle, L. P., Brown, T. W., Bumpus, J. P., Chen, H., Hunzaker, M. F., ... & Volfovsky, A. (2018). Exposure to opposing views on social media can increase political polarization. Proceedings of the National Academy of Sciences, 115(37), 9216-9221.

        Barberá, P., Jost, J. T., Nagler, J., Tucker, J. A., & Bonneau, R. (2015). Tweeting from left to right: Is online political communication more than an echo chamber?. Psychological Science, 26(10), 1531-1542.

      Carr, N. (2010). The Shallows: What the Internet Is Doing to Our Brains. W. W. Norton & Company.

        Twenge, J. M. (2019). Decreases in psychological well-being among American adolescents after 2012 and links to screen time during the rise of smartphone technology. Emotion, 19(6), 833-841.

        Pennycook, G., & Rand, D. G. (2019). The Implied Truth Effect: Attaching Warnings to a Subset of Fake News Stories Increases Perceived Accuracy of Stories Without Warnings. Management Science, 67(11), 4944-4957.

        Hinduja, S., & Patchin, J. W. (2009). Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying. Corwin Press.

        Kross, E., Berman, M. G., Mischel, W., Smith, E. E., & Wager, T. D. (2019). Social media use and well-being: Replication and extension across three countries. Proceedings of the National Academy of Sciences, 116(20), 9619-9628.

        Lanier, J. (2018). Ten Arguments for Deleting Your Social Media Accounts Right Now. Henry Holt and Co.

Sahnaz Yuniar Fadmanagara

2223210026 - 4B

Living in the millennial era has prompted learners to maximize existing and updated technology for learning. Critical thinking is an essential skill for learners in higher education. This paper explores the challenges and strategies for implementing learners' critical thinking through online learning. The findings indicate that online learning can support students in improving their critical thinking ability. However, challenges arise from sociocultural factors, students' previous learning habits, and familiarity with using updated technology. Strategies such as well-designed online discussions, critical-thinking learning content, and clear instructions can help instructors improve students' critical thinking.

In the modern education landscape, critical thinking in an online environment is integral. Critical thinking skills are highly sought-after in the globalized era, and they play a significant role in higher education. Technology, particularly online learning, is an undeniable factor impacting teaching-learning systems. This paper explores the challenges and strategies involved in promoting students' critical thinking through online learning.

The implementation of critical thinking in an online environment faces several challenges. Socio-cultural factors present a hurdle in defining the critical concept, especially in Asian countries like Indonesia. Additionally, technical and practical issues related to teachers' familiarity with the new online environment can make it difficult to design and choose suitable topics and methods.

To overcome the challenges, teachers can employ several strategies. Introducing appropriate content and engaging activities related to the essence of critical concepts can enhance students' critical thinking. Well-designed online discussions and group assignments promote collaboration and critical analysis.

Integrating critical thinking into online learning reflects the demands of modern education. The values, concepts, and behaviors of critical thinking are highly encouraged in today's higher education environment. Online learning serves as a valuable tool to promote students' critical thinking. However, challenges persist, including socio-cultural factors and technical issues faced by teachers in the online environment. To address these challenges, strategies such as introducing relevant content and engaging activities, as well as facilitating well-designed online discussions and group assignments, can be implemented.

This research highlights the importance of promoting critical thinking skills in online learning and emphasizes the need for instructors to adapt to the technology-driven educational landscape. By implementing effective strategies, educators can navigate the challenges and create a conducive online learning environment that fosters students' critical thinking abilities.

Tathahira, T. (2020). Promoting students‟ critical thinking through online learning in higher education: Challenges and strategies. Englisia: Journal of Language, Education, and Humanities, 8(1), 79-92. https://doi.org/10.22373/ej.v8i1.6636 

2223210026

SAHNAZ YUNIAR FADMANAGARA

4-B

Plastic bags already being a daily need in our daily lives, because of their simplicity and ease to use but if we see to the future this use of plastic bags has a cost to pay to the environment. With these consequences, the question arises: Should plastic bags be banned everywhere? This essay argues that a worldwide ban on plastic bags is not only necessary but it was urgent to mitigate the environmental devastation caused by this simple but deadly production, usage, and disposal. Supported by expert research, this essay highlights the detrimental effects of plastic bags and explores the benefits of implementing such a ban.

Plastic bags have already become an enemy of the environment. Some research conducts demonstrated plastic bags can take hundreds of years to decompose with the accumulation of plastic waste in landfills, water bodies, and natural habitats. One of the studies published in science estimated that 8 million metric tons of plastic enter the ocean each year. Banning plastic bags globally would substantially reduce the plastic pollution and protect ecosystem.

Plastic bags pose risks not only to the environment but also to human health. Many plastic bags contain harmful chemicals that can leach into food and beverages, posing a potential health hazard. The World Health Organization (WHO) has raised concerns about the presence of toxic chemicals in plastics, which have been linked to hormonal disruptions and various diseases. By banning plastic bags worldwide, we can safeguard public health and ensure a safer future for generations to come.

The production of plastic bags necessitates the use of finite resources such as fossil fuels and water. According to research conducted by the Earth Policy Institute, an estimated 12 million barrels of oil are required annually to meet the global demand for plastic bags. By banning these bags, we can conserve natural resources and redirect them towards more sustainable alternatives.

Contrary to the notion that banning plastic bags would harm the economy, evidence suggests that it can bring about economic benefits. Studies conducted in various regions that implemented bag bans, such as California and Ireland, indicate positive economic outcomes. These include job creation in the manufacturing of alternative bags, cost savings associated with reduced waste management, and increased tourism due to cleaner environments. By transitioning away from plastic bags, countries can foster innovation and create a greener economy.

A worldwide ban on plastic bags would not only reduce their usage but also foster a shift in consumer behavior. By removing the default option of plastic bags, individuals are encouraged to adopt more sustainable habits, such as using reusable bags. Research has shown that behavior change interventions, like bans or charges, can significantly reduce plastic bag consumption. Such changes in consumer behavior can have a far-reaching impact on overall plastic waste reduction.

The evidence from expert research strongly supports the notion that plastic bags should be banned everywhere. By implementing a global ban, we can protect the environment, improve public health, conserve valuable resources, stimulate economic growth, and encourage responsible consumer behavior. The time to act is now, and a collective effort to eradicate plastic bags worldwide will pave the way for a sustainable and healthier future for our planet and future generations.

Developing an argument is an important aspect of shaping one's writing. Tutors often expect assignments to have a clear argument, and the lack thereof can result in criticism. However, the concept of an argument can vary across different subjects and tutors. It is not synonymous with a quarrel, although academic disputes are somewhat notorious. The text suggests that the focus at this point is on developing a central idea and organizing the writing accordingly, while further exploration of the technical and specific aspects of an argument will be addressed in the next chapter.

Build on the central idea step by step:

1. Central idea (topic sentence): Developing an argument is an important element of shaping your writing.

2. Adding to the first idea: When you develop a strong argument, it helps to provide a clear and logical progression of ideas. Each point you make should contribute to the overall coherence and persuasiveness of your writing.

3. Example: For instance, if you're writing an essay about the importance of recycling, you could develop your argument by discussing the environmental benefits, the reduction of waste in landfills, and the potential for resource conservation.

4. Mini-conclusion or summary: In conclusion, developing a well-structured argument is crucial for effective writing. It involves presenting a central idea (topic sentence), adding supporting points, providing examples, and ensuring that your argument progresses logically. By doing so, you enhance the clarity and strength of your writing, making it more persuasive and impactful.

Constructing an argument in writing can be approached by thinking of it as a "story." Just like a story, an argument should have a clear storyline or plot. Although the idea of using a story may not initially seem academic, it provides a useful framework for understanding the process of developing an argument. By constructing a compelling story-argument, student writers can aim to convince their tutors and readers. The emphasis is on creating a well-structured and persuasive narrative that feels complete and coherent.

Constructing a central idea and developing a coherent story-argument is essential for creating a well-structured and persuasive assignment. By identifying the central idea and supporting it with relevant themes and evidence, writers can effectively convey their intended message to the reader.

Developing an argument involves constructing a coherent structure from topics and themes that support a central idea. Through the writing process, writers shape their arguments, making decisions about the weight given to different elements and aiming to express the central idea clearly to the reader. Effective organization and the use of headings and outlines can aid in the development and shaping of the assignment.

Developing an argument is a vital aspect of shaping one's writing. Tutors expect assignments to have a clear argument, which adds coherence and persuasiveness to the writing. However, the concept of an argument may vary across subjects and tutors, and it should not be mistaken for a quarrel. Instead, it refers to a well-constructed narrative that presents a central idea and progresses logically. Thinking of an argument as a "story" can help students understand the process of developing a complete and convincing narrative. By constructing a central idea and organizing themes and evidence around it, students can create a coherent and persuasive assignment.

Reference
Creme, Phyllis., & R. Lea, Mary. (2008). Writing at University: A Guide for Students Third Edition. Open University Press.

 Name : Sahnaz Yuniar Fadmanagara

Student ID : 2223210026

Class : 4B

The chapter explores various structures commonly used in university writing to organize. The structures discussed are:

1. Chronology writing follows a sequence of events in time. It is commonly used in history and can be visually represented as a timeline. This structure can also be used to tell the plot of a novel or film. However, it is important to note that chronology writing should not be the sole focus of an assignment, as it only recounts what happened without exploring or analyzing it further. It is typically used at the beginning of an assignment to provide background information, but should not be the main focus.

2. Description writing involves providing characteristics or identifying the different parts that make up a thing or person. It may be represented visually with labeled parts in a diagram or spider diagram, especially for abstract concepts. Explanation and analysis usually follow description, asking questions such as why, what does this mean, or what does this relate to.

3. Cause-effect writing involves analyzing why something happened and what the consequences were. It is important to understand the relationship between events, but this can be complex and often leads to more questions. The idea of a direct correlation between two events is sometimes seen as simplistic, but cause and effect can still be a useful way of representing relationships. Analyzing multiple factors is necessary to fully understand the cause and effect of an event.

4. The compare/contrast structure is a common way to show the similarities and differences between two things, which can be abstract or intangible in university writing. It can be used throughout an assignment or just for a part of it, and the need for it may be identified in the title. The focus is on what you are doing as you write, rather than the organization of the writing itself.

5. Summary writing, which involves giving the main idea or gist of an article, book, or someone's argument. Summary writing is important in university writing as it allows students to discuss what other authors have said about a topic. To write an effective summary, students should focus on the points and ideas that are relevant to their assignment or argument.

6. Analysis writing requires going deeper and asking questions such as "What does this mean?", "Why is this important?", "How does this work?", and "Can you explain this?". It involves breaking down complex ideas into constituent parts and presenting them in a sharp, questioning way. It is important to think critically and avoid making broad statements without unpacking them. Analysis involves understanding the information and ideas being presented and working out how they are put together to make their impact.

7. Evaluating writing, one must make judgments, often about what other writers are saying, and give reasons for their judgments. This involves more than just saying if something is right or wrong, and requires analytical thinking. The specifics of what one must do in evaluating writing vary between courses and subject areas. Analysis is used to evaluate accounts of a particular topic, as seen in an example about the concept of the family unit and its application to problems of old age.

The chapter discusses various structures that are commonly used in university writing to organize ideas and information effectively. The structures include chronology, description, cause-effect, compare/contrast, summary, analysis, and evaluation writing. Each structure has its strengths and limitations, and selecting the appropriate structure depends on the nature of the assignment, the topic being discussed, and the writer's objectives. Effective writing requires critical thinking, analytical skills, and the ability to ask questions that delve deeper into complex ideas. Ultimately, mastering these structures can help students become more effective communicators and achieve success in their academic pursuits.

Reference
Creme, Phyllis., & R. Lea, Mary. (2008). Writing at University: A Guide for Students Third Edition. Open University Press.

 Name : Sahnaz Yuniar Fadmanagara

NIM : 2223210026

Class : 4-B

In our third meeting as usual, we have a meeting in an online class. We discussed the material that last week we already read and summarized. Some people got asked about what we think about "Reading as part of writing" and all of them gave a great commentary on that, most of them agree that writing activities can't be separated from reading, by reading we can collect a lot of provide information and do amazing writing.

We are not just done having a sharing section, after that Mr. Udi provides us with material about critical thinking. If we want to have critical in writing we have to master critical thinking and critical reading skills, both are concerned with where we are required to question what information we already got, such as the source, substance, and result. and by doing the critical reading is when we can understand what the author try to focus on, and we know the joint point of the reading. So in that way we can make a strong argument with strong factual information.