A QUANTITATIVE STUDY ON AI-SUPPORTED TEACHING AND SELF-REGULATED LEARNING AND THEIR IMPACT ON STUDENT ENGAGEMENT IN HIGHER EDUCATION
DOI:
https://doi.org/10.51878/teaching.v5i4.7955Keywords:
AI-Supported Teaching, Learning Autonomy, Student Engagement, Artificial Intelligence, Quantitative StudyAbstract
ABSTRACT
The advancement of digital technology and artificial intelligence, along with students’ capacity for self-regulated learning, positions the use of AI and self-directed learning as key elements in promoting academic engagement in higher education. This quantitative research examines how AI-assisted instruction and self-regulated learning (SRL) influence student engagement within Buddhist higher education institutions. The research was conducted at higher education institutions in Bandar Lampung with Buddhist students as the unit of analysis. The study involved a population of 300 students, from which 171 participants were selected as the sample. Data were gathered using a five-point Likert-scale questionnaire and analysed through multiple linear regression techniques. The findings show that AI-supported instruction exerts a significant and positive effect on student engagement. Likewise, self-regulated learning was also found to have a significant positive effect on student engagement. These findings highlight the dual importance of leveraging AI technology in teaching and strengthening student learning autonomy as strategies to foster deeper engagement. Theoretically, the study contributes to the growing body of literature on AI-enhanced pedagogy and learner autonomy in higher education. Practically, it provides guidance for educators and institutions to design learning models that synergise technological support with self-regulated learning to enhance the quality of student engagement and academic outcomes in the digital era.
ABSTRAK
Perkembangan teknologi digital dan kecerdasan buatan, yang disertai dengan kemampuan mahasiswa dalam mengatur pembelajarannya secara mandiri, menempatkan pemanfaatan AI dan pembelajaran mandiri sebagai elemen kunci dalam meningkatkan keterlibatan akademik di pendidikan tinggi. Penelitian kuantitatif ini mengkaji pengaruh pembelajaran berbantuan AI dan self-regulated learning (SRL) terhadap keterlibatan mahasiswa di perguruan tinggi Buddhis. Penelitian ini dilaksanakan di perguruan tinggi yang berada di Bandar Lampung dengan mahasiswa Buddhis sebagai unit analisis. Populasi penelitian berjumlah 300 mahasiswa, dengan sampel sebanyak 171 responden. Data dikumpulkan melalui kuesioner skala Likert lima poin dan dianalisis menggunakan teknik regresi linier berganda. Hasil penelitian menunjukkan bahwa pembelajaran berbantuan AI memiliki pengaruh positif dan signifikan terhadap keterlibatan mahasiswa. Demikian pula, self-regulated learning juga terbukti berpengaruh positif dan signifikan terhadap keterlibatan mahasiswa. Temuan ini menegaskan pentingnya pemanfaatan teknologi AI dalam proses pembelajaran serta penguatan kemandirian belajar mahasiswa sebagai strategi untuk mendorong keterlibatan yang lebih mendalam. Secara teoretis, penelitian ini berkontribusi pada pengembangan kajian mengenai pedagogi berbasis AI dan otonomi pembelajar dalam konteks pendidikan tinggi. Secara praktis, penelitian ini memberikan acuan bagi pendidik dan institusi pendidikan dalam merancang model pembelajaran yang mensinergikan dukungan teknologi dengan self-regulated learning guna meningkatkan kualitas keterlibatan mahasiswa dan capaian akademik di era digital.
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