Students’ Experiences in Using ChatGPT in Academic Writing Learning at IKIP PGRI Bojonegoro
DOI:
https://doi.org/10.1234/prosiding.v2i1.4937Kata Kunci:
students’ experiences, ChatGPT, academic writing learning, higher education.Abstrak
abstrak— Penelitian ini bertujuan untuk mengetahui pengalaman mahasiswa dalam menggunakan ChatGPT pada pembelajaran menulis akademik di Perguruan Tinggi IKIP PGRI Bojonegoro. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian adalah mahasiswa yang pernah menggunakan ChatGPT dalam proses pembelajaran menulis akademik. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa penggunaan ChatGPT membantu mahasiswa dalam mencari ide tulisan, memperbaiki tata bahasa, menyusun kalimat yang lebih terstruktur, dan memperoleh referensi dengan lebih mudah. Selain itu, mahasiswa merasa proses penulisan akademik menjadi lebih efektif dan efisien. Namun, penggunaan ChatGPT juga memiliki beberapa kendala, seperti munculnya ketergantungan terhadap teknologi dan berkurangnya kemampuan berpikir kritis dalam menyusun tulisan secara mandiri. Oleh karena itu, penggunaan ChatGPT perlu dilakukan secara bijak agar dapat mendukung proses pembelajaran tanpa mengurangi kemampuan akademik mahasiswa. Penelitian ini diharapkan dapat memberikan gambaran mengenai pemanfaatan teknologi kecerdasan buatan dalam pembelajaran menulis akademik di perguruan tinggi.
Kata kunci—pengalaman mahasiswa, ChatGBT, menulis akademik, perguruan tinggi.
Abstract— This study aims to determine students’ experiences in using ChatGPT in academic writing learning at IKIP PGRI Bojonegoro. This study employed a qualitative approach with a descriptive method. The subjects of the research were students who had used ChatGPT in the academic writing learning process. Data collection techniques were conducted through interviews, observation, and documentation. The results showed that the use of ChatGPT helped students generate writing ideas, improve grammar, compose more structured sentences, and obtain references more easily. In addition, students felt that the academic writing process became more effective and efficient. However, the use of ChatGPT also presented several challenges, such as dependency on technology and reduced critical thinking skills in composing independent writing. Therefore, the use of ChatGPT should be carried out wisely so that it can support the learning process without reducing students’ academic abilities. This study is expected to provide an overview of the utilization of artificial intelligence technology in academic writing learning in higher education.
Keywords—students’ experiences, ChatGPT, academic writing learning, higher education.
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