PERSPEKTIF MAHASISWA BARU TENTANG CHAT GPT
Abstract
Great developments in technology make it easier for humans to access various information very quickly, one of which is the use of GPT chat to make it easier for humans to do their work. Data collection in this research was carried out by distributing questionnaires online to students regarding GPT chat using the survey method. Based on the research results, it can be synthesized that new students already understand what GPT chat is. This shows that GPT chat is no longer foreign to students, because of the impact of increasingly rapid technological developments. Apart from that, most students have used GPT chat to complete assignments given by lecturers. The majority of students stated that GPT chat is very useful for students, this is a big alarm for educators considering that if students always use GPT chat to help with their lecture process, it can have a negative impact, one of which is a decrease in students' critical and analytical skills. The positive impact that arises from using GPT chat is that students gain new knowledge that can be used to help develop soft skills.
Downloads
References
Haidir, Muhammad, T., Roviati, Evi, Deka. (2024). Penerapan Chat GPT dalam Pembelajaran BIologi. Jurnal Sosial dan Teknologi (SOSTECH), 4 (3), 182-189.
Hasim, S., Khaira, M., Mary, G. C., Limbong, J. A., & Amelia, D. (2023). Pengaruh Penggunaan Chat GPT Terhadap Minat Baca Mahasiswa. ECUTECH: Journal of Education and Technology, 22 (3), 269-279.
Iriyani, S. A., Patty, E. N. S., Akbar, A. R., Idris, R., & Priyudahari, B. A. P. (2023). Studi Literatur: Pemanfaatan Teknologi Chat GPT dalam Pendidikan. UPGRADE: Jurnal Pendidikan Teknologi Informasi, 1 (1), 9-15.
Lestiyanawati, R. & Adi, N. P. (2021). Persepsi Orang Tua Terhadap Sistem Pembelajaran Online Siswa SD di Masa Pandemi Covid-19 (Analisis Validitas dan Reliabilitas Instrumen). Jurnal Pendidikan dan Teknologi Indonesia, 1 (7), 275-279.
Li, K. C., & Wong, B. T.-M. (2023). Artificial intelligence in personalised learning: a bibliometric analysis. Interactive Technology and Smart Education
Rahayu, S., Ita, M., & Lingga. (2009). Pengaruh Modernisasi Sistem Administrasi Perpajakan terhadap Kepatuhan Wajib Pajak. Jurnal Akuntansi, 1 (2).
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education. Journal of Applied Learning and Teaching, 6(1).
Setiawan, A. & Luftiyani, U. K. (2023). Penggunaan Chat GPT untuk Pendidikan di Era Education 4.0: Usulan Inovasi Meningkatkan Keterampilan Menulis. Jurnal PETISI, Vol 4 (1), 49-58.
Singh, T., & Mishra, J. (2021). Learning with artificial intelligence systems: application, challenges, and opportunities. Impact of AI Technologies on Teaching, Learning, and Research in Higher Education, 236– 253.
Srinivasa, K. G., Kurni, M., & Saritha, K. (2022). Harnessing the Power of AI to Education. In Learning, Teaching, and Assessment Methods for Contemporary Learners: Pedagogy for the Digital Generation (pp. 311–342). Springer.
Subiyantoro, S. (2023). Exploring the Impact of AI-Powered Chatbots (Chat GPT) on Education: A Qualitative Study on Benefits and Drawbacks. Jurnal Pekomnas, 8(2), 157-168.
Suharmawan, W. (2023). Pemanfaatan Chat GPT dalam Dunia Pendidikan. Education Journal: Journal Education Research and Development, Vol 7 (2). 158-166.
Thanh, T. T. & Loan, N. T. (2024). Positive Impact of Chat GPT on English Teachers. International Journal of Current Science Research and Review, 7(6), 3860-3862.
Van Dis, E. A., Bollen, J., Zuidema, W., van Rooij, R., & Bockting, C. L. (2023). ChatGPT: five priorities for research. Nature, 614 (7947), 224-226.
