HUBUNGAN KETERGANTUNGAN PADA CHATGPT DAN SELF-EFFICACY PADA MAHASISWA AKTIF DI UNIVERSITAS
DOI:
https://doi.org/10.51878/paedagogy.v5i3.7659Keywords:
ChatGPT, Problematic Use, Self-Efficacy Akademik, Mahasiswa, KorelasiAbstract
This study examines the relationship between problematic ChatGPT use defined as excessive or unhealthy dependence on this technology and academic self-efficacy among active students at University X, using a quantitative correlational design. A purposive sample of 76 respondents was selected from various faculties within the university. Data were collected through an online questionnaire consisting of the Problematic ChatGPT Use Scale and the Self-Efficacy Scale. The results indicate that the majority of students experience moderate dependence on ChatGPT, but no significant relationship was found between ChatGPT dependence and academic self-efficacy (rs? = - 0.128, p = 0.271 > 0.05). This finding is important because, although problematic use of ChatGPT is relatively common among students, it does not significantly affect their academic self-confidence. This suggests that other factors, such as prior academic experience or social support, may have a greater impact on students' self-efficacy. This study provides new insights into the use of ChatGPT in higher education and recommends the wise management of its use. Proper management can enrich students' learning experiences, while excessive dependence may reduce learning independence and critical thinking skills.
ABSTRAK
Penelitian ini mengkaji hubungan antara penggunaan ChatGPT yang bersifat problematik diartikan sebagai ketergantungan yang berlebihan atau tidak sehat terhadap teknologi ini dan self-efficacy akademik pada mahasiswa aktif Universitas X dengan desain kuantitatif korelasional. Sampel purposive sebanyak 76 responden diambil dari berbagai fakultas di universitas tersebut. Data dikumpulkan melalui kuesioner daring yang terdiri dari Skala Penggunaan ChatGPT Problematis dan Skala Self-Efficacy. Hasil penelitian menunjukkan bahwa mayoritas mahasiswa mengalami ketergantungan moderat terhadap ChatGPT, namun tidak ditemukan hubungan signifikan antara ketergantungan ChatGPT dan self-efficacy akademik (rs? = ?0,128, p = 0,271 > 0,05). Temuan ini penting karena meskipun penggunaan ChatGPT yang problematik cukup sering terjadi di kalangan mahasiswa, hal tersebut tidak mempengaruhi secara signifikan kepercayaan diri akademik mereka. Ini menunjukkan bahwa faktor lain, seperti pengalaman akademik sebelumnya atau dukungan sosial, mungkin memiliki dampak yang lebih besar terhadap self-efficacy mahasiswa. Penelitian ini memberikan wawasan baru tentang penggunaan ChatGPT dalam konteks pendidikan tinggi dan menyarankan pengelolaan yang bijak terhadap penggunaannya. Pengelolaan yang tepat dapat memperkaya pengalaman belajar mahasiswa, sementara ketergantungan yang berlebihan dapat mengurangi kemandirian belajar dan kemampuan berpikir kritis.
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Copyright (c) 2025 Alvin Sanjaya, Amelia Aurora, Edbert Clarance Benedict, Sezilya Az Zahra Nurnajma Kalenggo, Tantony Winata, Pamela Hendra Heng, Rita Markus Idulfilastri
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