relation: http://repository.upi.edu/139945/
title: PERSEPSI MAHASISWA TERHADAP PENGGUNAAN CHATGPT SEBAGAI PENDUKUNG SELF-DIRECTED LEARNING
creator: Ditha Puteri Noer Fauziah, -
creator: Ahmad Fajar Fadlillah, -
creator: Ridha Hidayani, -
subject: L Education (General)
subject: T Technology (General)
description: Perkembangan teknologi kecerdasan buatan (Artificial Intelligence/AI) telah membawa perubahan signifikan dalam dunia pendidikan, salah satunya melalui kehadiran ChatGPT yang berfungsi sebagai asisten pembelajaran berbasis teks. Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa terhadap penggunaan ChatGPT sebagai pendukung Self-Directed Learning (SDL) yang mencakup empat aspek utama: learning motivation, planning and implementing, self-monitoring, dan interpersonal communication. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif. Populasi penelitian adalah mahasiswa aktif Program Studi Teknologi Pendidikan Universitas Pendidikan Indonesia angkatan 2022–2024, dengan jumlah 289 mahasiswa. Sampel sebanyak 87 responden diperoleh menggunakan teknik proportionate stratified random sampling. Instrumen penelitian berupa angket berskala Likert 5 poin yang disusun berdasarkan indikator Self-Directed Learning Instrument (SDLI) dari Cheng (2010) dan telah diuji validitas serta reliabilitasnya. Analisis data dilakukan secara statistik deskriptif. Hasil penelitian menunjukkan bahwa persepsi mahasiswa terhadap penggunaan ChatGPT pada keempat aspek SDL berada pada kategori positif. Aspek learning motivation memperoleh rata-rata skor tertinggi, menunjukkan bahwa ChatGPT mampu meningkatkan semangat dan minat belajar mahasiswa. Aspek planning and implementing membantu mahasiswa menyusun dan melaksanakan rencana belajar secara lebih terstruktur, sedangkan aspek self-monitoring memfasilitasi mahasiswa dalam mengevaluasi dan menyesuaikan strategi belajar. Aspek interpersonal communication juga dinilai positif karena membantu mahasiswa menyampaikan ide secara jelas dan mempersiapkan diri untuk diskusi akademik. Secara keseluruhan, ChatGPT dinilai sebagai alat yang efektif untuk mendukung pembelajaran mandiri mahasiswa, namun penggunaannya tetap memerlukan sikap kritis, verifikasi informasi, dan integrasi dengan sumber belajar lain agar manfaatnya optimal.    The development of artificial intelligence (AI) technology has brought significant changes to the world of education, one of which is the emergence of ChatGPT, which functions as a text-based learning assistant. This study aims to investigate students' perceptions of using ChatGPT as a support tool for Self-Directed Learning (SDL), encompassing four main aspects: learning motivation, planning and implementation, self-monitoring, and interpersonal communication. Study employs a quantitative approach using descriptive methods. The research population consists of active students in the Educational Technology Program at the University of Education Indonesia, cohort 2022–2024, totaling 289 students. A sample of 87 respondents was obtained using proportionate stratified random sampling. The research instrument was a 5-point Likert scale questionnaire developed based on the Self-Directed Learning Instrument (SDLI) indicators from Cheng (2010) and had been tested for validity and reliability. Data analysis was conducted using descriptive statistics. The research results indicate that students' perceptions of ChatGPT use across the four SDL aspects fall into the positive category. The learning motivation aspect achieved the highest average score, indicating that ChatGPT can enhance students' motivation and interest in learning. The planning and implementing aspects help students structure and execute their learning plans more effectively, while the self-monitoring aspect facilitates students in evaluating and adjusting their learning strategies. The interpersonal communication aspect was also rated positively as it helped students communicate ideas clearly and prepare for academic discussions. Overall, ChatGPT was evaluated as an effective tool for supporting students' self-directed learning; however, its use still requires a critical attitude, information verification, and integration with other learning resources to maximize its benefits.
date: 2025-08-26
type: Thesis
type: NonPeerReviewed
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identifier: http://repository.upi.edu/139945/1/S_KTP_2107783_Title.pdf
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identifier: http://repository.upi.edu/139945/2/S_KTP_2107783_Chapter1.pdf
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identifier: http://repository.upi.edu/139945/3/S_KTP_2107783_Chapter2.pdf
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identifier: http://repository.upi.edu/139945/4/S_KTP_2107783_Chapter3.pdf
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identifier: http://repository.upi.edu/139945/5/S_KTP_2107783_Chapter4.pdf
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identifier: http://repository.upi.edu/139945/6/S_KTP_2107783_Chapter5.pdf
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identifier: http://repository.upi.edu/139945/7/S_KTP_2107783_Appendix.pdf
identifier:   Ditha Puteri Noer Fauziah, - and Ahmad Fajar Fadlillah, - and Ridha Hidayani, -  (2025) PERSEPSI MAHASISWA TERHADAP PENGGUNAAN CHATGPT SEBAGAI PENDUKUNG SELF-DIRECTED LEARNING.  S1 thesis, Universitas Pendidikan Indonesia.   
relation: https://repository.upi.edu/