Budaya Instan & Krisis Literasi Mahasiswa: Tinjauan Psikologi Kognitif Dan Epistemologi Islam

Ahmad Fathoni; Muhyatun

doi:10.19105/ec.holistic1.25998

Authors

Ahmad Fathoni Institut Agama Islam Al-Khairat Pamekasan
Muhyatun Institut Agama Islam Al-Khairat Pamekasan

https://doi.org/10.19105/ec.holistic1.25998

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PDF downloads: 33

Keywords:

Academic literacy crisis, cognitive psychology, instant culture, islamic epistemology, self-regulated learning

Abstract

This study aims to construct a conceptual synthesis regarding the relationship between instant culture and the academic literacy crisis among students through the integration of Information Processing Theory in cognitive psychology and Islamic epistemology, as well as its implications for academic guidance services in higher education. A qualitative approach with an Integrative Literature Review (ILR) design was employed. The literature selection process followed PRISMA guidelines and included 31 indexed journal articles from Google Scholar, Scopus, DOAJ, and Sinta published between 2020 and 2025, which were analyzed using thematic content analysis. The findings were synthesized into four main clusters: (1) instant culture dynamics and digital behavior; (2) cognitive load, attention, and digital distraction; (3) Islamic epistemology and contemplative academic traditions; and (4) guidance and counseling and self-regulated learning. From a cognitive psychology perspective, habits of instant information processing, including skimming, scrolling, and reliance on automated summaries, obstruct working memory operations and deep-level processing, leading to reduced attentional control and diminished critical thinking. From an Islamic epistemological standpoint, genuine knowledge acquisition (Iqra’) necessitates intellectual effort (mujahadah), purity of intention, and a gradual process that shortcuts cannot replace. This study underscores the critical need for academic guidance interventions in higher education that focus on enhancing self-regulated learning and critical digital literacy to address the academic literacy crisis among students.

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