EFEKTIVITAS CHATGPT DALAM PEMBELAJARAN BAHASA INGGRIS UNTUK MENDORONG SELF-REGULATED LEARNING DI SMK

Nakamesa  Genma; Sony  Zulfikasari

doi:10.51878/learning.v6i1.9348

Authors

Nakamesa Genma Universitas Negeri Semarang
Sony Zulfikasari Universitas Negeri Semarang

DOI:

https://doi.org/10.51878/learning.v6i1.9348

Keywords:

ChatGPT, self-regulated learning, Bahasa Inggris, SMK

Abstract

The rapid advancement of Artificial Intelligence (AI) has created significant opportunities for fostering autonomous learning in educational settings, with ChatGPT emerging as a prominent tool for interactive language-based instruction. This study examines the impact of ChatGPT on enhancing Self-Regulated Learning (SRL) among vocational high school students, guided by Zimmerman’s model encompassing forethought, performance, and self-reflection phases. Employing a quantitative approach with a one-group pretest–posttest design, the research involved 42 tenth-grade students of the Office Management and Business Services program at SMKN 2 Kuningan. The study utilized a 30-item SRL questionnaire and an English proficiency test, both validated by subject experts and demonstrating strong reliability (Cronbach’s Alpha = 0.934). Findings revealed a substantial improvement from the pretest mean score of 66.00 to the posttest mean score of 89.29 (t = -11.589; p < 0.05), with a large effect size (Cohen’s d = 1.788). The findings demonstrate the effectiveness of ChatGPT in fostering SRL, particularly by enhancing all dimensions, goal setting, independent learning strategies, progress monitoring, and reflective evaluation.These results highlight the pedagogical potential of ChatGPT as an AI-based learning companion, particularly for English language instruction that demands sustained practice and readily accessible learning resources.

ABSTRAK

Perkembangan teknologi Artificial Intelligence (AI) telah membuka peluang luas untuk mendukung pembelajaran mandiri di lingkungan pendidikan, termasuk pemanfaatan ChatGPT sebagai media belajar berbasis percakapan interaktif. Penelitian ini bertujuan menganalisis efektivitas ChatGPT dalam meningkatkan Self-Regulated Learning (SRL) siswa Sekolah Menengah Kejuruan (SMK) dengan mengacu pada Model Zimmerman yang menekankan tahapan perencanaan, pelaksanaan, dan refleksi diri. Metode penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest, melibatkan 42 siswa kelas X MPLB-1 SMKN 2 Kuningan. Instrumen penelitian mencakup angket SRL sebanyak 30 butir serta tes kemampuan Bahasa Inggris, dengan validasi isi oleh ahli (dosen pembimbing dan guru Bahasa Inggris) dan reliabilitas tinggi (Cronbach’s Alpha = 0,934). Hasil penelitian menunjukkan adanya peningkatan signifikan pada skor rata-rata pretest (66,00) menjadi posttest (89,29) dengan t = -11,589; p < 0,05 dan effect size Cohen’s d = 1,788 (kategori sangat besar). Penelitian ini menunjukkan efektivitas penggunaan ChatGPT, yaitu mampu meningkatkan seluruh dimensi SRL, termasuk penetapan tujuan belajar, pemilihan strategi belajar mandiri, pemantauan proses, dan refleksi hasil belajar.Temuan ini mengindikasikan bahwa integrasi ChatGPT yang dirancang dengan prinsip pedagogis mampu memperkuat kemandirian belajar siswa SMK, khususnya pada pembelajaran Bahasa Inggris yang membutuhkan latihan berkelanjutan dan akses sumber belajar yang fleksibel.

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