ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Perkembangan pesat teknologi kecerdasan buatan mempengaruhi bidang pendidikan salah satunya ChatGPT, di mana ChatGPT membantu siswa memahami materi yang kompleks, memperoleh informasi dan meningkatkan efektivitas pembelajaran. Penelitian di Indonesia mengkaji penggunaan ChatGPT dalam pembelajaran siswa memiliki hubungan dengan motivasi belajar. Penelitian ini bertujuan untuk mengetahui hubungan antara ketergantungan penggunaan AI dengan motivasi belajar siswa di SMA Negeri 3 Metro. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional dan desain cross-sectional. Sampel penelitian berjumlah 183 siswa yang dipilih menggunakan teknik cluster random sampling. Instrumen penelitian berupa Scale for Dependence on Artificial Intelligence (DAI) dan skala motivasi belajar. Analisis data dilakukan menggunakan analisis deskriptif dan uji korelasi Spearman’s rho. Hasil penelitian menunjukkan tidak terdapat hubungan yang signifikan antara ketergantungan penggunaan AI dengan motivasi belajar siswa dengan nilai koefisien korelasi sebesar -0,067 dan signifikansi 0,366 (> 0,05). Dengan demikian, ketergantungan penggunaan ChatGPT tidak secara langsung memengaruhi motivasi belajar siswa. Penggunaan ChatGPT oleh siswa masih berada dalam batas wajar dan lebih berfungsi sebagai alat bantu pembelajaran, sehingga bukan menjadi faktor utama yang menentukan tinggi rendahnya motivasi belajar siswa.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to examine the use of ChatGPT as a learning media to improve students’ speaking ability in greeting activities. Speaking competence is a crucial component of English language learning because it enables learners to express ideas, opinions, and feelings in real-time communication. However, many students encounter difficulties in developing speaking ability due to limited practice opportunities, low self-confidence, and the lack of interactive learning media in the classroom. This research employed Classroom Action Research (CAR) consisting of two cycles, each involving the stages of planning, acting, observing, and reflecting. The participants were ten seventh-grade students of SMP Islam Tri Bhakti Al-Asna in the academic year 2025/2026. Data were collected through speaking tests, classroom observations, and interviews. Quantitative data were obtained from pre-test and post-test scores to measure improvement in students’ speaking performance, while qualitative data were gathered from observation notes and interview responses to analyze students’ participation and learning experiences. The results indicate a significant improvement in students’ speaking ability after the implementation of ChatGPT in the learning process. The mean score increased from 62.8 in the pre-test to 74.9 in Cycle I and further improved to 81.5 in Cycle II. Moreover, students showed greater confidence, participation, and fluency during speaking activities. These findings suggest that ChatGPT can serve as an interactive conversational partner that enhances speaking practice and contributes to a more engaging and effective language learning environment.
