PENGGUNAAN AI UNTUK PEMBUATAN MEDIA AJAR DI KALANGAN MAHASISWA PENDIDIKAN SEJARAH
DOI:
https://doi.org/10.51878/edutech.v6i3.14401Keywords:
Generative Artificial Intelligence, media ajar, mahasiswa Pendidikan Sejarah, fenomenologi Alfred Schutz, Taksonomi SOLOAbstract
Generative Artificial Intelligence (AI) has transformed how university students obtain, process, and present information, including in the development of instructional media. This study aimed to analyze patterns of Generative AI use, the reasons underlying its adoption, and the process of developing and refining prompts among 2025 History Education students enrolled in the East Asian History course. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected through questionnaires administered to 114 students, while qualitative data were obtained through in-depth interviews with four informants. Instructional media documentation was analyzed descriptively using the SOLO Taxonomy and supported by the analysis of three presentation assignments. The findings indicate that students primarily used text-based AI tools for information retrieval and instructional media development. Most participants reported that AI-generated outputs still required verification and refinement before use. The use of AI was mainly driven by heavy academic workloads, limited time, and difficulties in understanding course materials, with the primary objective of improving task efficiency. Students also tended to refine their prompts by providing more specific details and clearer instructions to obtain more relevant outputs. Product analysis showed that students' understanding ranged from the Multistructural to the Relational level according to the SOLO Taxonomy. The findings suggest that the educational benefits of Generative AI depend on students' ability to critically verify information, process AI-generated outputs, and maintain academic and pedagogical control.
ABSTRAK
Generative Artificial Intelligence (AI) telah memengaruhi cara mahasiswa memperoleh, mengolah, dan menyajikan informasi, termasuk dalam penyusunan media ajar. Penelitian ini bertujuan menganalisis pola penggunaan Generative AI, alasan penggunaannya, serta proses penyusunan dan penyempurnaan prompt oleh mahasiswa Pendidikan Sejarah angkatan 2025 pada Mata Kuliah Sejarah Asia Timur. Penelitian menggunakan metode campuran (mixed methods) dengan desain sequential explanatory. Data kuantitatif dikumpulkan melalui angket terhadap 114 mahasiswa, sedangkan data kualitatif diperoleh melalui wawancara mendalam terhadap empat informan. Dokumentasi media ajar dianalisis secara deskriptif menggunakan Taksonomi SOLO dan didukung oleh analisis tiga tugas presentasi. Hasil penelitian menunjukkan bahwa mahasiswa lebih banyak memanfaatkan AI berbasis teks untuk mencari informasi dan membantu penulisan media ajar. Sebagian besar responden menyatakan bahwa keluaran AI masih memerlukan proses verifikasi dan penyesuaian sebelum digunakan. Penggunaan AI didorong oleh tingginya beban tugas, keterbatasan waktu, serta kesulitan memahami materi, dengan tujuan utama meningkatkan efisiensi penyelesaian tugas akademik. Mahasiswa juga cenderung menyusun prompt secara lebih spesifik melalui penambahan detail dan penyempurnaan instruksi untuk memperoleh keluaran yang lebih sesuai dengan kebutuhan. Analisis produk menunjukkan bahwa tingkat pemahaman mahasiswa berada pada level Multistructural hingga Relational berdasarkan Taksonomi SOLO. Temuan penelitian menegaskan bahwa pemanfaatan Generative AI dalam penyusunan media ajar akan memberikan manfaat optimal apabila disertai kemampuan memverifikasi informasi, mengolah keluaran AI secara kritis, serta mempertahankan kendali akademik dan pedagogis.
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