EXPLORING STUDENT PERCEPTION ON THE USE OF CHATGPT AS LEARNING TOOLS IN ENGLISH EDUCATION AT UNIVERSITAS BHINNEKA PGRI
DOI:
https://doi.org/10.51878/learning.v6i4.13441Keywords:
Student Perception, Chatgpt, Learning Tools, Artificial Intelligence, English EducationAbstract
This study aims to explore English Education Department students' perceptions regarding the benefits and obstacles of using ChatGPT as a learning tool at Universitas Bhinneka PGRI. The research was motivated by the rapid advancement of artificial intelligence (AI) technology and its profound integration into the academic environment. A descriptive qualitative method was employed, with data collected through open-ended questionnaires. The participants were 44 students from the English Education Department across active semesters (semesters 2, 4, 6, and 8). The findings revealed that most students had highly positive perceptions toward the functional benefits of ChatGPT, especially in enhancing writing and reading skills, generating ideas, correcting grammar, and providing interactive contextual explanations. However, significant academic obstacles were also identified, including the risk of misinformation (AI hallucinations), technical platform constraints, and deep-seated concerns regarding psychological dependency that could diminish independent critical thinking. Despite these challenges, students demonstrated a high degree of critical literacy by actively verifying AI-generated answers with trusted academic sources and maintaining a strong commitment to academic ethics to prevent plagiarism. Based on these findings, this study suggests the need for clear institutional ethical guidelines and AI literacy integration to ensure that ChatGPT is used responsibly as a supplementary learning tool rather than a substitute for independent intellectual effort.
ABSTRAK
Penelitian ini bertujuan untuk mengeksplorasi persepsi mahasiswa Program Studi Pendidikan Bahasa Inggris mengenai manfaat dan hambatan penggunaan ChatGPT sebagai alat pembelajaran di Universitas Bhinneka PGRI. Penelitian ini dilatarbelakangi oleh kemajuan pesat teknologi kecerdasan buatan (artificial intelligence/AI) dan integrasinya yang mendalam ke dalam lingkungan akademik. Metode kualitatif deskriptif digunakan dalam penelitian ini, dengan pengumpulan data melalui kuesioner terbuka. Partisipan penelitian ini adalah 44 mahasiswa dari Program Studi Pendidikan Bahasa Inggris lintas semester aktif (semester 2, 4, 6, dan 8). Temuan penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki persepsi yang sangat positif terhadap manfaat fungsional ChatGPT, terutama dalam meningkatkan keterampilan menulis dan membaca, menghasilkan ide, mengoreksi tata bahasa, dan memberikan penjelasan kontekstual yang interaktif. Namun, hambatan akademik yang signifikan juga teridentifikasi, termasuk risiko misinformasi (AI hallucinations), keterbatasan teknis platform, dan kekhawatiran mendalam mengenai ketergantungan psikologis yang dapat menurunkan pemikiran kritis mandiri. Meskipun terdapat tantangan tersebut, mahasiswa menunjukkan tingkat literasi kritis yang tinggi dengan memverifikasi jawaban yang dihasilkan AI secara aktif menggunakan sumber akademik tepercaya dan mempertahankan komitmen yang kuat terhadap etika akademik untuk mencegah plagiarisme. Berdasarkan temuan ini, penelitian ini menyarankan perlunya pedoman etika institusional yang jelas dan integrasi literasi AI untuk memastikan bahwa ChatGPT digunakan secara bertanggung jawab sebagai alat pembelajaran tambahan, bukan sebagai pengganti upaya intelektual mandiri.
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