Representing Artificial Intelligence in Education: A Critical Discourse Analysis of a CNA Indonesia Online News Article

Abstrak

Artificial intelligence (AI) has become an increasingly important issue in education, attracting extensive attention from online news media. Given the increasing media coverage of AI in education and the assumption that media discourse is not entirely neutral, this study aims to investigate how AI in education is represented in CNA Indonesia online news using Van Dijk's Critical Discourse Analysis framework.  The rise of online news media coverage regarding AI in education interests the researcher in analyzing the discourse since the author believe there is no mass media that completely neutral and objective. A descriptive qualitative approach was employed to analyze a CNA Indonesia news article entitled “Pemerintah Batasi siswa SD-SMA gunakan ChatGPT dkk, apa tujuannya?”. The analysis focused on three discourse dimensions: macrostructure, superstructure, and microstructure. The findings reveal that CNA Indonesia represents the Indonesian government's policy as a balanced and preventive approach to AI use in education. The news emphasizes the potential risks of excessive AI use, including cognitive decline and overdependence on technology, while acknowledging the educational benefits of AI when used responsibly. This study concludes that media discourse shapes public understanding of AI through the selection, organization, and presentation of information, reflecting particular perspectives on AI implementation in educational settings.