1.jpg)
.png)
POLA PEMANFAATAN GENERATIVE AI DALAM PENULISAN AKADEMIK MAHASISWA KALIMANTAN BARAT
Abstract
ABSTRAK
Integrasi generative artificial intelligence (GenAI) memicu perdebatan global di pendidikan tinggi mengenai potensinya versus risiko terhadap integritas akademik. Sebagian besar penelitian berfokus pada konteks Barat, menyisakan kesenjangan pengetahuan tentang pola adopsi di wilayah non-urban seperti Indonesia. Penelitian ini bertujuan mengisi kesenjangan tersebut dengan mengukur secara kuantitatif tingkat dan pola pemanfaatan GenAI oleh mahasiswa di Kalimantan Barat. Penelitian ini menggunakan desain survei cross-sectional terhadap 721 mahasiswa. Data dikumpulkan melalui kuisoner Skala Linkert 5 poin yang telah teruji validitas dan reliabilitasnya (Cronbach’s Alpha = ,941) yang kemudian dianalisis menggunakan statistik deskriptif. Hasil utama mahasiswa bukanlah pengguna pasif, melainkan pengguna yang strategis. Tingkat pemanfaatan sangat tinggi untuk tugas pra-penulisan (misalnya, menghasilkan ide, Mean=3.52; menerjemahkan teks, Mean=3.56), namun lebih moderat dan berhati-hati untuk tugas penulisan inti seperti esai (Mean=3.22). Temuan kunci adalah rendahnya tingkat ketergantungan total (Mean=3.15), yang menantang narasi tentang krisis integritas akademik. Kesimpulannya, mahasiswa mengadopsi AI sebagai alat bantu terdiferensiasi, bukan sebagai pengganti pemikiran kritis. Implikasi praktisnya adalah perlunya institusi pendidikan tinggi mengembangkan kebijakan mengintegrasikan AI Literacy sebagai kompetensi akademik baru.
Kata Kunci: Kecerdasan Buatan Generatif, Penulisan Akademik, Pendidikan Tinggi, Literasi AI, Integritas Akademik
ABSTRACT
The integration of Generative Artificial Intelligence (GenAI) in higher education has sparked a global debate, balancing its potential against risks to academic integrity. Existing research, predominantly from Western contexts, leaves a knowledge gap regarding adoption patterns in regions like Indonesia. This study addresses this gap by quantitatively analyzing GenAI utilization patterns. This research used a cross-sectional survey design (N=721). Data were collected using a 5-point Likert scale questionnaire, which was tested for validity and reliability (Cronbach’s Alpha = .941), and then analyzed using descriptive statistics. Findings reveal students are strategic, not passive, users, with high utilization for pre-writing tasks (e.g., idea generation, M=3.52) but moderate use for core writing (M=3.22). Crucially, a low level of complete reliance (M=3.15) challenges the prevailing narrative of an academic integrity crisis. Students adopt GenAI as a differentiated tool to augment, not replace, critical thinking, implying an urgent need for institutions to integrate AI Literacy as a core academic competency.
Keywords: Generative Artificial Intelligence, Academic Writing, Higher Education, AI Literacy, Academic Integrity
Keywords
Full Text:
PDFReferences
Akka?, Ö. M., Tosun, C., & Gökçearslan, ?. (2024). Artificial Intelligence (AI) and Cheating. In Advances in Educational Technologies and Instructional Design (pp. 182–199). IGI Global. https://doi.org/10.4018/979-8-3693-1351-0.ch009
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500
Boscardin, C. K., Gin, B., Golde, P. B., & Hauer, K. E. (2023). ChatGPT and Generative Artificial Intelligence for Medical Education: Potential Impact and Opportunity. Academic Medicine, 99(1), 22–27. https://doi.org/10.1097/acm.0000000000005439
Chan, C. K. Y., & Colloton, T. (2024). AI Literacy. In Generative AI in Higher Education (pp. 24–43). Routledge. https://doi.org/10.4324/9781003459026-2
Chiu, T. K. F. (2024). Future research recommendations for transforming higher education with generative AI. Computers and Education: Artificial Intelligence, 6, 100197. https://doi.org/10.1016/j.caeai.2023.100197
Cooper, G. (2023). Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology, 32(3), 444–452. https://doi.org/10.1007/s10956-023-10039-y
Dwivedi, Y. K., Pandey, N., Currie, W., & Micu, A. (2023). Leveraging ChatGPT and other generative artificial intelligence (AI)-based applications in the hospitality and tourism industry: practices, challenges and research agenda. International Journal of Contemporary Hospitality Management, 36(1), 1–12. https://doi.org/10.1108/ijchm-05-2023-0686
Eysenbach, G. (2023). The Role of ChatGPT, Generative Language Models, and Artificial Intelligence in Medical Education: A Conversation With ChatGPT and a Call for Papers. JMIR Medical Education, 9, e46885. https://doi.org/10.2196/46885
Korzynski, P., Mazurek, G., Krzypkowska, P., & Kurasinski, A. (2023). Artificial intelligence prompt engineering as a new digital competence: Analysis of generative AI technologies such as ChatGPT. Entrepreneurial Business and Economics Review, 11(3), 25–37. https://doi.org/10.15678/eber.2023.110302
Lee, V. R., Pope, D., Miles, S., & Zárate, R. C. (2024). Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT. Computers and Education: Artificial Intelligence, 7, 100253. https://doi.org/10.1016/j.caeai.2024.100253
Obenza, B. N., Salvahan, A., Rios, A. N., Solo, A., Alburo, R. A., & Gabila, R. J. (2024). University Students’ Perception and Use of ChatGPT: Generative Artificial Intelligence (AI) in Higher Education. International Journal of Human Computing Studies, 6(3), 125–138. https://doi.org/10.31149/ijhcs.v5i12.5033
Pavlik, J. V. (2023). Collaborating With ChatGPT: Considering the Implications of Generative Artificial Intelligence for Journalism and Media Education. Journalism & Mass Communication Educator, 78(1), 84–93. https://doi.org/10.1177/10776958221149577
Ratten, V., & Jones, P. (2023). Generative artificial intelligence (ChatGPT): Implications for management educators. The International Journal of Management Education, 21(3), 100857. https://doi.org/10.1016/j.ijme.2023.100857
Schlagwein, D., & Willcocks, L. (2023). ‘ChatGPT et al.’: The ethics of using (generative) artificial intelligence in research and science. Journal of Information Technology, 38(3), 232–238. https://doi.org/10.1177/02683962231200411
Tafazoli, D. (2024). Exploring the potential of generative AI in democratizing English language education. Computers and Education: Artificial Intelligence, 7, 100275. https://doi.org/10.1016/j.caeai.2024.100275
Ulfah, M. (2024). Dampak Ketergantungan Pada Artificial Intelligence Terhadap Kemampuan Analitis Dan Kreatif Mahasiswa. VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan, 15(1), 120–130. https://doi.org/10.31932/ve.v15i1.3892
Wang, H., Dang, A., Wu, Z., & Mac, S. (2024). Generative AI in higher education: Seeing ChatGPT through universities’ policies, resources, and guidelines. Computers and Education: Artificial Intelligence, 7, 100326. https://doi.org/10.1016/j.caeai.2024.100326
Zgambo, M., Costello, M., Buhlmann, M., & Maldon, J. (2025). Artificial intelligence and academic integrity in nursing education: A mixed methods study on usage, perceptions, and institutional implications. Nurse Education Today. https://doi.org/10.1016/j.nedt.2025.106796
DOI: https://doi.org/10.31932/ve.v16i2.5516
Article Metrics
Abstract view : 48 timesPDF - 33 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.