PERAN PENGGUNAAN GENERATIVE ARTIFICIAL INTELLIGENCE (GAI) TERHADAP MOTIVASI BELAJAR MAHASISWA: SCOPING REVIEW
DOI:
https://doi.org/10.51878/paedagogy.v6i2.10343Keywords:
Generative Artificial Intelligence, Motivasi Belajar, Mahasiswa, Scoping ReviewAbstract
Generative Artificial Intelligence (GAI) is increasingly used in higher education to help students understand complex materials, receive feedback, explore ideas, and complete academic tasks. Nevertheless, evidence on the role of GAI in students’ learning motivation remains fragmented and has not sufficiently explained the conditions under which GAI may strengthen or weaken motivation. This gap is important because learning motivation shapes students’ engagement, self-regulation, autonomous learning, and academic outcomes in technology-enhanced learning environments. This scoping review aimed to map empirical evidence on how GAI use relates to university students’ learning motivation. The review followed Arksey and O’Malley’s methodological framework and was reported according to PRISMA-ScR. Eligible studies were analyzed using narrative-thematic synthesis to identify patterns of findings, supporting factors, inhibiting factors, and research gaps. The thematic synthesis indicates that GAI may support learning motivation when it is used for conceptual exploration, feedback, personalized learning, and competence development. However, GAI does not automatically increase students’ learning motivation. Its effects depend on students’ self-efficacy, lecturer support, self-regulated learning, the quality of interaction and output generated by GAI, and the risk of technological dependence. These findings imply that higher education institutions should design GAI-supported learning activities that are guided, reflective, ethical, and oriented toward strengthening, rather than replacing, students’ thinking processes.
ABSTRAK
Generative Artificial Intelligence (GAI) semakin banyak digunakan dalam pendidikan tinggi sebagai alat bantu untuk memahami materi, memperoleh umpan balik, mengeksplorasi ide, dan menyelesaikan tugas akademik. Namun, bukti mengenai peran GAI terhadap motivasi belajar mahasiswa masih terfragmentasi dan belum menjelaskan secara memadai kondisi yang membuat GAI dapat memperkuat atau justru melemahkan motivasi belajar. Kesenjangan ini penting dikaji karena motivasi belajar berperan dalam menentukan keterlibatan, regulasi diri, kemandirian belajar, dan kualitas capaian akademik mahasiswa dalam lingkungan pembelajaran berbasis teknologi. Penelitian ini bertujuan memetakan bukti ilmiah mengenai peran penggunaan GAI terhadap motivasi belajar mahasiswa melalui scoping review. Review ini menggunakan kerangka Arksey dan O’Malley serta dilaporkan dengan mengacu pada PRISMA-ScR. Artikel yang memenuhi kriteria inklusi dianalisis melalui sintesis naratif-tematik untuk mengidentifikasi pola temuan, faktor pendukung, faktor penghambat, dan kesenjangan penelitian. Sintesis tematik menunjukkan bahwa GAI dapat mendukung motivasi belajar ketika digunakan untuk eksplorasi konsep, umpan balik, personalisasi pembelajaran, dan penguatan kompetensi. Namun, GAI tidak otomatis meningkatkan motivasi belajar mahasiswa. Dampaknya bergantung pada efikasi diri, dukungan dosen, regulasi diri, kualitas interaksi dan output GAI, serta risiko ketergantungan teknologi. Implikasinya, perguruan tinggi perlu merancang penggunaan GAI yang terarah, reflektif, dan etis agar teknologi ini memperkuat proses berpikir mahasiswa, bukan menggantikannya.
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Copyright (c) 2026 Elga Adhi Bunarwan, Sri Tiatri, Jap Tji Beng, Vienchenzia Oeyta Dwitama Dinatha, Rahmiyana Nurkholiza, Tasya Mulia Salsabila, Listra Chatalia Silitonga, Tiara Nailah Mahmud, Cintya Syarah Azzahra
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