HUBUNGAN PEMANFAATAN KECERDASAN BUATAN (AI) SEBAGAI SUMBER BELAJAR DENGAN KEMANDIRIAN BELAJAR SISWA PAI DI SMP
DOI:
https://doi.org/10.51878/educator.v6i4.16375Keywords:
ChatGPT, Kecerdasan Buatan, Kemandirian Belajar, Pendidikan Agama Islam, Sumber BelajarAbstract
ABSTRACT
The use of generative artificial intelligence in education creates opportunities for students to access information and understand learning materials more flexibly. However, such accessibility does not necessarily correspond to students’ ability to manage their own learning independently, particularly in Islamic Religious Education (PAI) at the junior secondary school level. This study aims to examine the relationship between the use of ChatGPT as a learning resource and students’ learning independence at SMPN 5 Ambarawa. A quantitative approach with a correlational design was employed, involving 64 students selected through purposive sampling. Data were collected using a four-point Likert-scale questionnaire measuring ChatGPT utilization and learning independence. The data were analyzed using IBM SPSS Statistics version 27 through descriptive statistics, instrument validity and reliability testing, and Spearman’s rho correlation analysis. The results revealed a positive and statistically significant relationship between ChatGPT utilization and students’ learning independence, with a correlation coefficient of 0.598 and a significance value of p < 0.001. These findings indicate that better utilization of ChatGPT tends to be associated with higher levels of learning independence. Nevertheless, this relationship does not establish a causal effect. The use of ChatGPT in Islamic Religious Education should therefore be accompanied by teacher guidance, information verification, and active student engagement to ensure that the technology is used critically and responsibly.
ABSTRAK
Pemanfaatan kecerdasan buatan generatif dalam pembelajaran membuka peluang bagi siswa untuk memperoleh informasi dan memahami materi secara lebih fleksibel. Namun, kemudahan akses tersebut belum tentu sejalan dengan kemampuan siswa mengelola proses belajarnya secara mandiri, khususnya dalam mata pelajaran Pendidikan Agama Islam (PAI) di jenjang sekolah menengah pertama. Penelitian ini bertujuan menganalisis hubungan antara pemanfaatan ChatGPT sebagai sumber belajar dan kemandirian belajar siswa di SMPN 5 Ambarawa. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional yang melibatkan 64 siswa melalui teknik purposive sampling. Data dikumpulkan menggunakan angket skala Likert empat pilihan yang mengukur pemanfaatan ChatGPT dan kemandirian belajar. Data dianalisis menggunakan IBM SPSS Statistics versi 27 melalui statistik deskriptif, pengujian validitas dan reliabilitas instrumen, serta korelasi Spearman’s rho. Hasil analisis menunjukkan hubungan positif dan signifikan antara pemanfaatan ChatGPT dan kemandirian belajar siswa, dengan koefisien korelasi sebesar 0,598 dan nilai signifikansi p < 0,001. Temuan ini menunjukkan bahwa pemanfaatan ChatGPT yang lebih baik cenderung berkaitan dengan kemandirian belajar yang lebih tinggi. Meskipun demikian, hubungan tersebut tidak membuktikan sebab-akibat. Penggunaan ChatGPT dalam pembelajaran PAI perlu disertai bimbingan guru, verifikasi informasi, dan keterlibatan aktif siswa agar teknologi dimanfaatkan secara kritis dan bertanggung jawab.
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