Pengaruh Penggunaan AI Tools terhadap Kemandirian Belajar Mahasiswa Baru di Perguruan Tinggi
DOI:
https://doi.org/10.54259/diajar.v5i4.8305Keywords:
AI Tools, Independent Learning, New Student, Self Regulated Learning ScaleAbstract
The rapid integration of artificial intelligence (AI) tools into higher education raises a critical question: does their use genuinely foster self-regulated learning (SRL), or does it create passive dependency among first-year students? Existing studies have largely examined macro-level adoption trends, leaving the impact on SRL during the critical academic transition period underexplored. This study investigates the influence of AI tool usage on the learning autonomy of first-year undergraduate students at STAI Tuanku Tambusai, Indonesia. A non-experimental quantitative approach with a cross-sectional correlational design was employed, using total sampling of 30 eligible respondents. Data were collected through a self-administered online questionnaire incorporating a Technology Adaptation Scale and the Self-Regulated Learning Scale (SSRL). Statistical analysis included the Shapiro-Wilk normality test and simple linear regression. Results revealed a significant positive effect of AI tool usage on students’ learning autonomy (p = 0.000), with a correlation coefficient of R = 0.872 and a coefficient of determination R² = 0.760, indicating that 76% of the variance in learning autonomy is attributable to AI tool usage intensity. ChatGPT (83.3%) and Canva AI (50%) were the most frequently used tools. These findings suggest that AI tools function as active digital facilitators rather than passive aids, positively reinforcing students’ self-regulatory capacities. Higher education institutions are therefore encouraged to develop structured digital literacy frameworks to maximize this potential while mitigating risks of over-reliance.
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