ANALISIS PENERIMAAN CHATGPT SEBAGAI ALAT BANTU PEMBELAJARAN MENGGUNAKAN TECHNOLOGY ACCEPTANCE MODEL
DOI:
https://doi.org/10.23960/jitet.v13i3.6918Abstract Views: 147 File Views: 91
Keywords:
ChatGPT, Digital Learning, TAM, Artificial Intelligence, SEM-PLS, StudentAbstract
Penelitian ini bertujuan untuk menganalisis penerimaan ChatGPT sebagai alat bantu pembelajaran menggunakan pendekatan Technology Acceptance Model (TAM). ChatGPT merupakan model kecerdasan buatan yang semakin populer digunakan oleh mahasiswa untuk menunjang proses belajar, seperti mencari informasi, menyelesaikan tugas, hingga memahami konsep-konsep tertentu. TAM digunakan untuk mengukur persepsi mahasiswa terhadap kemudahan penggunaan, manfaat yang dirasakan, sikap terhadap penggunaan, niat perilaku, dan penggunaan aktual dari ChatGPT. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei terhadap 100 mahasiswa di berbagai perguruan tinggi di Surabaya yang pernah menggunakan ChatGPT. Data dianalisis menggunakan Structural Equation Modeling - Partial Least Squares (SEM-PLS). Hasil penelitian menunjukkan bahwa kemudahan penggunaan dan manfaat yang dirasakan berpengaruh signifikan terhadap sikap dan niat perilaku mahasiswa untuk menggunakan ChatGPT, yang pada akhirnya berdampak pada penggunaan aktual. Penelitian ini memberikan kontribusi teoritis terhadap pengembangan model TAM dalam konteks teknologi pembelajaran berbasis AI, serta rekomendasi praktis bagi institusi pendidikan untuk mengoptimalkan penggunaan ChatGPT dalam proses pembelajaran.
Downloads
References
tions Among Higher Education Students,” vol. 2, no. 3, pp. 1–7, Sep. 2023.
P. Kumar and A. Lohan, “Evaluating ChatGPT adoption through the lens of the technology acceptance model: perspectives from higher education,” International Journal of Technological Learning, Innovation and Development, vol. 15, no. 4, pp. 370–383, 2024, doi: 10.1504/IJTLID.2024.140316.
Y. H. Al-Mamary, A. A. Alfalah, M. M. Alshammari, and A. A. Abubakar, “Exploring factors influencing university students’ intentions to use ChatGPT: analysing task-technology fit theory to enhance behavioural intentions in higher education,” Future Business Journal, vol. 10, no. 1, p. 119, Dec. 2024, doi: 10.1186/s43093-024-00406-5.
O. F. Rizki and R. Fernandes, “Chat GPT sebagai Alat Bantu Akademik; Analisis Pemanfaatan oleh Mahasiswa Sosiologi UNP,” Jurnal Kajian Sosial dan Humaniora, vol. 1, no. 1, pp. 12–20, Aug. 2024, doi: 10.63082/jksh.v1i1.7.
M. F. Shahzad, S. Xu, and I. Javed, “ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone,” International Journal of Educational Technology in Higher Education, vol. 21, no. 1, p. 46, Jul. 2024, doi: 10.1186/s41239-024-00478-x.
I. Elfirdaus, T. L. M. Suryanto, and A. Pratama, “EVALUASI PENERIMAAN MAHASISWA TERHADAP PENGGUNAAN APLIKASI PERPLEXITY SEBAGAI PENUNJANG PEMBELAJARAN MENGGUNAKAN SIMPLIFIKASI TECHNOLOGY ACCEPTANCE MODEL (TAM),” Jurnal Informatika dan Teknik Elektro Terapan, vol. 12, no. 3, Aug. 2024, doi: 10.23960/jitet.v12i3.4803.
A.-K. Kleine, I. Schaffernak, and E. Lermer, “Exploring predictors of AI chatbot usage intensity among students: Within- and between-person relationships based on the technology acceptance model,” Computers in Human Behavior: Artificial Humans, vol. 3, p. 100113, Mar. 2025, doi: 10.1016/j.chbah.2024.100113.
N. Saif, S. U. Khan, I. Shaheen, F. A. ALotaibi, M. M. Alnfiai, and M. Arif, “Chat-GPT; validating Technology Acceptance Model (TAM) in education sector via ubiquitous learning mechanism,” Comput Human Behav, vol. 154, p. 108097, May 2024, doi: 10.1016/j.chb.2023.108097.
Mahmud Rizal Mustofa and M. U. Siregar, “ANALYSIS OF CHATGPT ACCEPTANCE FOR EDUCATION USING MODIFIED TECHNOLOGY ACCEPTANCE MODEL,” Jurnal Teknik Informatika (Jutif), vol. 5, no. 4, pp. 479–486, Aug. 2024, doi: 10.52436/1.jutif.2024.5.4.2095.
Rahayu Sukma Izzati Dasian and Desriyeni Desriyeni, “Penerimaan Teknologi ChatGPT Di Kalangan Mahasiswa: Studi Deskriptif Model TAM Pada Mahasiswa Program Studi Teknik Informatika Universitas Negeri Padang,” Journal of Student Research, vol. 2, no. 2, pp. 178–201, Feb. 2024, doi: 10.55606/jsr.v2i2.2847.
T. L. M. Suryanto, “ChatGPT in Education: Investigating Students Online Learning Behaviors,” International Journal of Information and Education Technology, vol. 15, no. 3, pp. 510–524, 2025, doi: 10.18178/ijiet.2025.15.3.2262.
N. A. Dahri et al., “Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study,” Heliyon, vol. 10, no. 8, p. e29317, Apr. 2024, doi: 10.1016/j.heliyon.2024.e29317.
J. Wang and W. Fan, “The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis,” Humanit Soc Sci Commun, vol. 12, no. 1, p. 621, May 2025, doi: 10.1057/s41599-025-04787-y.
P. Sun, L. Li, M. S. Hossain, and S. Zabin, “Investigating students’ behavioral intention to use ChatGPT for educational purposes,” Sustainable Futures, vol. 9, p. 100531, Jun. 2025, doi: 10.1016/j.sftr.2025.100531.
M. Bouteraa et al., “Understanding the diffusion of AI-generative (ChatGPT) in higher education: Does students’ integrity matter?,” Computers in Human Behavior Reports, vol. 14, p. 100402, May 2024, doi: 10.1016/j.chbr.2024.100402.
A. M. Elbaz, I. E. Salem, A. Darwish, N. A. Alkathiri, V. Mathew, and H. A. Al-Kaaf, “Getting to know ChatGPT: How business students feel, what they think about personal morality, and how their academic outcomes affect Oman’s higher education,” Computers and Education: Artificial Intelligence, vol. 7, p. 100324, Dec. 2024, doi: 10.1016/j.caeai.2024.100324.
T. L. Racelis and H. E. Parkhouse, “Locating Our Role in the Struggle: Lessons from the Past and Present on Teachers’ Persistence, Solidarity, and Activism for the Common Good,” Educ Sci (Basel), vol. 14, no. 1, p. 56, Jan. 2024, doi: 10.3390/educsci14010056.
T.-T. Goh, X. Dai, and Y. Yang, “Benchmarking ChatGPT for prototyping theories: Experimental studies using the technology acceptance model,” BenchCouncil Transactions on Benchmarks, Standards and Evaluations, vol. 3, no. 4, p. 100153, Dec. 2023, doi: 10.1016/j.tbench.2024.100153.
K. A. Mariñas, C. S. Saflor, P. Alvarado, J. M. Uminga, and N. A. Verde, “Assessing the importance of variables from a revised Technology Acceptance Model for the use of ChatGPT by university students,” Computers and Education: Artificial Intelligence, p. 100435, Jun. 2025, doi: 10.1016/j.caeai.2025.100435.
Oktaviani, “Analisa Dampak Penggunaan Chat Generative Pre-Training Transformer (GPT) Dilingkungan Universitas Hang Tuah Pekanbaru Menggunakan Metode Technology Acceptance Model (TAM),” JURNAL FASILKOM, vol. 14, no. 2, pp. 394–403, Aug. 2024, doi: 10.37859/jf.v14i2.7413.
S. Yang, “Multi-Dimensional Evaluation of Teachers’ Leading Role in Art-Training Courses,” International Journal of Emerging Technologies in Learning (iJET), vol. 18, no. 15, pp. 209–224, Aug. 2023, doi: 10.3991/ijet.v18i15.42381.
E. Abdulhajar et al., “Students’ Acceptance of ChatGPT Technology: A Study of Its Positive and Negative Impacts on Academic Ethics and Learning Performance,” SHS Web of Conferences, vol. 205, p. 07003, Dec. 2024, doi: 10.1051/shsconf/202420507003.
N. A. Dahri et al., “Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study,” Heliyon, vol. 10, no. 8, p. e29317, Apr. 2024, doi: 10.1016/j.heliyon.2024.e29317.
A. Apridiani and A. Rizki Jatmiko, “ANALISIS PENERIMAAN CHATGPT SEBAGAI ALAT PEMBELAJARAN MAHASISWA FTI UNMER MALANG MENGGUNAKAN PENDEKATAN MODEL TAM,” JATI (Jurnal Mahasiswa Teknik Informatika), vol. 9, no. 2, pp. 2101–2108, Mar. 2025, doi: 10.36040/jati.v9i2.12982.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jurnal Informatika dan Teknik Elektro Terapan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
