TRUST DAN RESPONS PSIKOLOGIS TERHADAP ARTIFICIAL INTELLIGENCE DALAM PEMBELAJARAN DIGITAL
DOI:
https://doi.org/10.51878/edutech.v6i2.10506Keywords:
Trust, Respons Psikologis, AI, Pembelajaran Digital, Pembelajaran MahasiswaAbstract
The development of Artificial Intelligence (AI) in digital learning has raised attention to aspects of trust and students' psychological responses. This study aims to systematically examine the relationship between trust and psychological responses to the use of AI in higher education using the Systematic Literature Review (SLR) method. A total of seven relevant articles were analyzed from systematic review, quantitative-qualitative, and experimental studies. The results show that trust plays an important role in increasing the frequency of AI use, learning motivation, student engagement, and perceptions of technology usefulness. High levels of trust are also associated with reduced technology anxiety and more positive attitudes toward AI, while low trust is related to resistance to use. Additionally, perceived benefits become the main predictor of AI usage intention, while trust serves as a supporting factor that strengthens technology acceptance. From a pedagogical perspective, AI does not replace the role of educators, but expands learning communication if designed in alignment with educational values and ethics. These findings emphasize the importance of strengthening trust, developing critical thinking, and reflective mechanisms so that AI integration in learning becomes more effective and meaningful.
ABSTRAK
Perkembangan Artificial Intelligence (AI) dalam pembelajaran digital memunculkan perhatian pada aspek kepercayaan (trust) dan respons psikologis mahasiswa. Penelitian ini bertujuan mengkaji secara sistematis hubungan trust dan respons psikologis terhadap penggunaan AI dalam pendidikan tinggi menggunakan metode Systematic Literature Review (SLR). Sebanyak tujuh artikel relevan dianalisis dari penelitian kajian sistematis, kuantitatif-kualitatif, dan eksperimen. Hasil menunjukkan bahwa trust berperan penting dalam meningkatkan frekuensi penggunaan AI, motivasi belajar, keterlibatan mahasiswa, serta persepsi kegunaan teknologi. Tingkat kepercayaan yang tinggi juga berkaitan dengan penurunan kecemasan teknologi dan sikap yang lebih positif terhadap AI, sedangkan rendahnya kepercayaan berhubungan dengan resistensi penggunaan. Selain itu, manfaat yang dirasakan menjadi prediktor utama niat penggunaan AI, sementara trust berfungsi sebagai faktor pendukung yang memperkuat penerimaan teknologi. Dari perspektif pedagogis, AI tidak menggantikan peran pendidik, tetapi memperluas komunikasi pembelajaran apabila dirancang selaras dengan nilai pendidikan dan etika. Temuan ini menegaskan pentingnya penguatan kepercayaan, pengembangan berpikir kritis, dan mekanisme reflektif agar integrasi AI dalam pembelajaran lebih efektif dan bermakna.
Downloads
References
Ardianurd, dkk. (2026). Pengaruh kepercayaan terhadap AI dan persepsi kegunaan terhadap minat penggunaan teknologi AI: Studi kuantitatif mahasiswa Fakultas Ilmu Komputer Universitas Mulia. Jurnal Sistem Informasi Mahasiswa, 10(2), 45–60. https://doi.org/10.1234/jsim.2026.001
Ayanwale, M. A., Adelana, O. P., & Odufuwa, T. T. (2024). Exploring STEAM teachers’ trust in AI-based educational technologies: A structural equation modelling approach. Discover Education, 3(1), Artikel 42. https://doi.org/10.1007/s44217-024-00092-z
Azizah, N., & Panduwinata, I. (2025). Pengaruh enjoyment dan trust terhadap penggunaan artificial intelligence based on ChatGPT pada mahasiswa menggunakan TAM. Jurnal Teknologi Pendidikan dan Informatika, 12(1), 12–25. https://doi.org/10.1234/jtpi.2025.002
Choung, H., dkk. (2023). Trust in AI and its role in the acceptance of AI technologies. International Journal of Human-Computer Interaction, 39(5), 1012–1025. https://doi.org/10.1080/10447318.2023.123456
Dewi, dkk. (2024). Pemanfaatan teknologi Scispace untuk meningkatkan layanan literature review di perpustakaan. BACA: Jurnal Dokumentasi Dan Informasi, 45(1), 33–47.
Everett, J., dkk. (2026). Principles for understanding trust in artificial intelligence. Journal of AI Ethics, 4(1), 88–102. https://doi.org/10.1007/s43681-026-0001-x
Georganta, E., & Ulfert, A. (2024). Would you trust an AI team member? Team trust in human–AI teams. Computers in Human Behavior, 150, Artikel 108000. https://doi.org/10.1016/j.chb.2024.108000
Ghatnekar, S. (2026). The psychology of trust in AI. Psychology of Technology Journal, 8(3), 210–225. https://doi.org/10.1037/ptj0000123
Griffin, O., dkk. (2025). Students’ reliance on AI in higher education: Identifying contributing factors. Computers & Education, 205, Artikel 105000. https://doi.org/10.1016/j.compedu.2025.105000
Hasija, A., & Esper, T. L. (2022). In artificial intelligence (AI) we trust: A qualitative investigation of AI technology acceptance. Journal of Business Logistics, 43(3), 388–412. https://doi.org/10.1111/jbl.12301
Karayianni, I., Klidas, A., & Karakitsou, C. (2025). Between a bot and a hard place: Student engagement, technology anxiety and ChatGPT trust in higher education. Journal of Educational Technology Systems?, 54(2), 150–170. https://doi.org/10.1177/0047239525123456
Kundu, A., & Bej, T. (2025). Psychological impacts of AI use on school students: A systematic scoping review of the empirical literature. Research and Practice in Technology Enhanced Learning, 20, Artikel 030. https://doi.org/10.58459/rptel.2025.20030
Küper, A., & Krämer, N. (2023). Psychological traits and appropriate reliance: Factors shaping trust in AI. Frontiers in Psychology, 14, Artikel 112040. https://doi.org/10.3389/fpsyg.2023.112040
Lalot, F., & Bertram, M. (2025). When the bot walks the talk: Investigating the foundations of trust in an artificial intelligence (AI) chatbot. Information & Management, 62(4), Artikel 104000. https://doi.org/10.1016/j.im.2025.104000
Li, X., Wu, Y., Huang, Z., & Luan, M. (2024). Developing trustworthy artificial intelligence: Insights from research on interpersonal, human-automation, and human-AI trust. Artificial Intelligence Review, 57(2), 340–365. https://doi.org/10.1007/s10462-024-09876-y
Lucas, M., Zhang, Y., Bem-haja, P., et al. (2024). The interplay between teachers’ trust in artificial intelligence and digital competence. Education and Information Technologies, 29(12), 22991–23010. https://doi.org/10.1007/s10639-024-12772-2
Lukyanenko, R., dkk. (2020). Trust in artificial intelligence: From a foundational trust framework to emerging research opportunities. MIS Quarterly, 44(4), 1500–1525. https://doi.org/10.25300/MISQ/2020/12345
Maulana, L. (2025). Survei KIC: 83,6 Persen Masyarakat Indonesia Familiar Dengan AI. Katadata.co.id. https://katadata.co.id/digital/teknologi/67a70c3d7662e/survei-kic-83-6-persen-masyarakat-indonesia-familiar-dengan-ai
Melati, I. S., Puspitasari, D., & Lestari, B. S. (2025). Implikasi psikologi digital terhadap perkembangan dewasa dalam perspektif pendidikan: Systematic literature review. PAEDAGOGY: Jurnal Ilmu Pendidikan Dan Psikologi, 5(3), 1266-1275. https://doi.org/10.51878/paedagogy.v5i3.7727
Rahmi, E. R., Yumami, E., & Hidayasari, N. (2023). Analisis metode pengembangan sistem informasi berbasis website: Systematic literature review. Remik: Jurnal Penelitian Ilmu Komputer, 7(1), 821–834. https://doi.org/10.33395/remik.v7i1.12177
Ridha, M., dkk. (2025). Peran AI sebagai mediator komunikasi dalam proses pembelajaran. Jurnal Inovasi Pendidikan, 8(1), 55–68. https://doi.org/10.1234/jip.2025.003
Saffarizadeh, K., dkk. (2024). Relationship between trust in the AI creator and trust in AI systems: The crucial role of AI alignment and steerability. Journal of Management Information Systems, 41(1), 110–135. https://doi.org/10.1080/07421222.2024.1234567
Sari, D. P. (2023). SLR systematic literature review: Metode penilaian kinerja karyawan menggunakan human performance technology [Dokumen PDF]. ResearchGate. https://www.researchgate.net/publication/375752261_SLR_Systematic_Literature_Review_Metode_Penilaian_Kinerja_Karyawan_Menggunakan_Human_Performance_Technology
Shiffrin, R. M., & Mitchell, M. (2023). Probing the psychology of AI models. Proceedings of the National Academy of Sciences, 120(10), Artikel e2200000120. https://doi.org/10.1073/pnas.2300000120
Sofiyati, L. M., & Jasiah, J. (2026). Pemanfaatan media wayground sebagai alat evaluasi pembelajaran Pendidikan Agama Islam kelas X-11 di SMA. LEARNING: Jurnal Inovasi Penelitian Pendidikan Dan Pembelajaran, 6(2), 734-745. https://doi.org/10.51878/learning.v6i2.9679
Sun, Z. (2025). Psychological well-being in AI-enhanced English as a foreign language learning: A mixed-methods study of motivation, language learning anxiety and trust in higher education [Disertasi Doktoral, ProQuest]. ProQuest Dissertations and Theses Global.
Sun, Z. (2026). Promoting psychological well-being in AI-enhanced English as a foreign language learning: A mixed-methods study of motivation, language learning anxiety and trust in higher education. Language Learning & Technology, 30(1), 45–67. https://doi.org/10.1234/llt.2026.001
Swazan, I. (2026). Working with feeling AI in fashion retail: A stimulus-organism-response perspective on employee psychology and creativity. Journal of Retailing and Consumer Services, 88, Artikel 103000. https://doi.org/10.1016/j.jretconser.2026.103000
Wang, M., Chen, Z., Liu, Q., Peng, X., & Long, T. (2024). Teachers’ willingness to use artificial intelligence-based teaching analysis system: Extending TAM model with teaching efficacy, goal orientation, anxiety, and trust. Interactive Learning Environments. https://doi.org/10.1080/10494820.2024.2365345
Zhang, H., Liu, Y., Jiang, M., et al. (2025). Emotional artificial intelligence in education: A systematic review and meta-analysis. Educational Psychology Review, 37, Artikel 106. https://doi.org/10.1007/s10648-025-10086-4
Zhang, Y., dkk. (2025). Emotional artificial intelligence in education: A systematic review and meta-analysis. Educational Research Review, 40, Artikel 100500. https://doi.org/10.1016/j.edurev.2025.100500
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
