PENGARUH SELF-REGULATED LEARNING DAN PENGGUNAAN GENERATIVE AI TERHADAP KEMAMPUAN BERPIKIR KRITIS

WANDA AISYAH ZAHRA, . (2026) PENGARUH SELF-REGULATED LEARNING DAN PENGGUNAAN GENERATIVE AI TERHADAP KEMAMPUAN BERPIKIR KRITIS. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis peserta didik yang berkaitan dengan belum optimalnya self-regulated learning serta meningkatnya penggunaan generative AI dalam pembelajaran. Kondisi tersebut menunjukkan adanya tantangan dalam proses pembelajaran yang menuntut peserta didik untuk mampu mengelola proses belajar secara mandiri sekaligus memanfaatkan teknologi secara bijak dan kritis. Penelitian ini bertujuan untuk menganalisis pengaruh self-regulated learning dan penggunaan generative AI seperti ChatGPT terhadap kemampuan berpikir kritis peserta didik, baik secara parsial maupun simultan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei online. Data dikumpulkan melalui penyebaran kuesioner menggunakan Microsoft Forms kepada peserta didik SMK Negeri 8 Jakarta. Penelitian dilaksanakan dalam dua tahap, yaitu pre-test untuk menguji validitas dan reliabilitas instrumen, serta main-test setelah dilakukan revisi instrumen penelitian. Populasi penelitian berjumlah 107 peserta didik dengan teknik pengambilan sampel menggunakan total sampling sehingga seluruh populasi dijadikan sebagai sampel penelitian. Teknik analisis data menggunakan Partial Least Square (PLS) dengan bantuan software SmartPLS versi 4 melalui evaluasi outer model dan inner model. Hasil penelitian menunjukkan bahwa self-regulated learning yang dipersepsikan oleh peserta didik berpengaruh positif dan signifikan terhadap kemampuan berpikir kritis (β = 0.276; t = 2.664; p < 0.05). Penggunaan generative AI menggunakan ChatGPT yang dipersepsikan oleh peserta didik juga berpengaruh positif dan signifikan terhadap kemampuan berpikir kritis (β = 0.253; t = 2.449; p < 0.05). Selain itu, self-regulated learning dan penggunaan generative AI secara bersama-sama mampu menjelaskan variasi kemampuan berpikir kritis sebesar 16,3% (R-square = 0.163), sedangkan sisanya dipengaruhi oleh faktor lain di luar penelitian. Temuan menunjukkan bahwa self-regulated learning dan penggunaan generative AI berkaitan dengan kecenderungan kemampuan berpikir kritis peserta didik berdasarkan persepsi dari peserta didik, dengan self-regulated learning sebagai variabel yang memiliki pengaruh lebih dominan. Penelitian selanjutnya disarankan menggunakan pendekatan metodologi lain selain kuesioner persepsi serta mengkaji penggunaan generative AI secara lebih spesifik dalam pembelajaran ***** This study was motivated by the low level of students’ critical thinking skills, which is associated with suboptimal self-regulated learning and the increasing use of generative AI in learning activities. These conditions indicate challenges in the learning process that require students to manage their learning independently while utilizing technology wisely and critically. This study aimed to analyze the influence of self-regulated learning and the use of generative AI, such as ChatGPT, on students’ critical thinking skills based on respondents’ perceptions, both partially and simultaneously. This study employed a quantitative approach using an online survey method. Data were collected through questionnaires distributed via Microsoft Forms to students at SMK Negeri 8 Jakarta. The research was conducted in two stages: a pre-test to examine the validity and reliability of the instruments, and a main-test conducted after revising the research instruments. The population of this study consisted of 107 students, and a total sampling technique was applied, meaning that the entire population was used as the research sample. Data analysis was carried out using Partial Least Squares (PLS) with the assistance of SmartPLS version 4 software through outer model and inner model evaluations. The results showed that students’ perceived self-regulated learning had a positive and significant effect on critical thinking skills (β = 0.276; t = 2.664; p < 0.05). The use of generative AI through ChatGPT, as perceived by students, also had a positive and significant effect on critical thinking skills (β = 0.253; t = 2.449; p < 0.05). Furthermore, self-regulated learning and the use of generative AI together explained 16.3% of the variance in critical thinking skills (R-square = 0.163), while the remaining variance was influenced by other factors outside the scope of this study. These findings indicate that self-regulated learning and the use of generative AI are associated with students’ critical thinking skills based on respondents’ perceptions, with self-regulated learning identified as the more dominant variable. Future studies are recommended to employ methodological approaches beyond perception-based questionnaires and to examine the use of generative AI more specifically in learning contexts.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Marsofiyati, S.Pd., M.Pd 2). Ervina Maulida, S.Pd., MBA
Subjects:	Pendidikan > Psikologi Pendidikan Pendidikan > Pendidikan Kejuruan dan Sekolah Kejuruan
Divisions:	FE > S1 Pendidikan Administrasi Perkantoran
Depositing User:	Users 33624 not found.
Date Deposited:	12 Jun 2026 02:54
Last Modified:	12 Jun 2026 02:54
URI:	http://repository.unj.ac.id/id/eprint/66297

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