Perilaku Penggunaan AI dan Dampaknya terhadap Proses Pembelajaran Mahasiswa IPB

Abstract

Perkembangan Artificial Intelligence (AI) telah membawa perubahan dalam proses pembelajaran di perguruan tinggi, termasuk pada mahasiswa IPB. Pemanfaatan AI yang semakin luas dalam aktivitas akademik mendorong perlunya kajian mengenai faktor-faktor yang memengaruhi penggunaan AI serta dampaknya terhadap proses pembelajaran mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif melalui survei daring terhadap 231 mahasiswa aktif IPB yang telah menggunakan AI dalam aktivitas akademik. Analisis data dilakukan menggunakan Structural Equation Modeling-Partial Least Square (SEM-PLS). Variabel yang dianalisis meliputi perceived usefulness, perceived ease of use, etika akademik, behavioral intention to use, usage of AI, actual usage, serta dampak negatif penggunaan AI. Hasil penelitian menunjukkan bahwa perceived ease of use berpengaruh signifikan terhadap perceived usefulness, sedangkan perceived usefulness berpengaruh terhadap behavioral intention to use. Selain itu, behavioral intention to use berpengaruh signifikan terhadap usage of AI dan actual usage, sedangkan usage of AI berpengaruh signifikan terhadap actual usage. Penelitian ini juga menunjukkan bahwa actual usage berpengaruh signifikan terhadap dampak negatif penggunaan AI. Sebaliknya, perceived ease of use terhadap behavioral intention to use, etika akademik terhadap behavioral intention to use dan usage of AI, serta usage of AI terhadap dampak negatif tidak menunjukkan pengaruh yang signifikan. Hasil penelitian mengindikasikan bahwa persepsi manfaat AI berperan penting dalam membentuk niat mahasiswa untuk menggunakan AI dalam aktivitas akademik, yang selanjutnya mendorong penggunaan AI secara aktual. Oleh karena itu, peningkatan literasi digital diperlukan agar AI dapat mendukung proses pembelajaran secara optimal.

The development of Artificial Intelligence (AI) has transformed learning processes in higher education, including among IPB students. The increasing use of AI in academic activities highlights the need to examine the factors influencing AI usage and its impact on students’ learning processes. This study employed a quantitative approach through an online survey involving 231 active IPB students who had used AI in academic activities. Data were analyzed using Structural Equation Modeling–Partial Least Square (SEM-PLS). The variables examined included perceived usefulness, perceived ease of use, academic ethics, behavioral intention to use, usage of AI, actual usage, and the negative impacts of AI usage. The findings indicate that perceived ease of use significantly influenced perceived usefulness, while perceived usefulness significantly influenced behavioral intention to use. In addition, behavioral intention to use had significant effects on usage of AI and actual usage, while usage of AI significantly influenced actual usage. The study also found that actual usage had a significant effect on the negative impacts of AI usage. In contrast, perceived ease of use did not significantly influence behavioral intention to use, while academic ethics did not significantly influence behavioral intention to use and usage of AI. Likewise, usage of AI did not have a significant effect on the negative impacts of AI usage. The findings indicate that perceived usefulness plays an important role in shaping students' intention to use AI in academic activities, which subsequently encourages the actual use of AI. Therefore, strengthening digital literacy is necessary to ensure that AI can effectively support learning processes.