Integrasi ChatGPT dalam Blended Learning dalam Mengoptimalkan Pemahaman Materi Pembelajaran
DOI:
https://doi.org/10.61220/voice.v2i2.20246Keywords:
Blended Learning, ChatGPT, Artificial Intelligence, Pendidikan TinggiAbstract
Kemajuan teknologi menghadirkan tantangan bagi perguruan tinggi untuk menghasilkan lulusan yang tidak hanya menguasai ilmu pengetahuan, tetapi juga mampu memanfaatkan teknologi digital dalam mendukung produktivitas dan daya saing. Penelitian ini bertujuan untuk menganalisis pengaruh integrasi blended learning dan ChatGPT terhadap pemahaman materi, efisiensi pembelajaran, dan pengalaman penggunaan di perguruan tinggi. Metode yang digunakan adalah pendekatan kuantitatif dengan desain penelitian cross-sectional dan pengumpulan data melalui kuesioner menggunakan skala Likert. Hasil penelitian menunjukkan bahwa blended learning secara efektif meningkatkan pemahaman materi dengan partisipasi aktif dalam diskusi, ChatGPT mendukung motivasi dan kreativitas mahasiswa dalam belajar, serta kombinasi keduanya meningkatkan efisiensi pembelajaran melalui penghematan waktu dan akses informasi yang lebih baik. Mayoritas responden memberikan tanggapan positif terhadap penerapan model ini, mencerminkan keberhasilan integrasi teknologi dalam pembelajaran. Hasil ini juga mendukung relevansi blended learning dan ChatGPT sebagai solusi inovatif dalam memenuhi kebutuhan pembelajaran modern. Penelitian ini mengimplikasikan bahwa integrasi teknologi dalam pendidikan dapat mempercepat transformasi pembelajaran yang lebih efektif dan fleksibel.
Downloads
References
[1] F. Jaya, “Analisis Kepuasan Belajar Mahasiswa pada Platform E-Learning: Peran Instruktur, Kualitas Sistem, dan Layanan Pendukung,” jiip, vol. 7, no. 4, pp. 3645–3653, Apr. 2024, doi: 10.54371/jiip.v7i4.4010.
[2] S. Timotheou et al., “Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review,” Educ Inf Technol, vol. 28, no. 6, pp. 6695–6726, Jun. 2023, doi: 10.1007/s10639-022-11431-8.
[3] I. Periáñez-Cañadillas, J. Charterina, and J. Pando-García, “Assessing the relevance of digital competences on business graduates’ suitability for a job,” Industrial and Commercial Training, vol. 51, no. 3, pp. 139–151, Jan. 2019, doi: 10.1108/ICT-09-2018-0076.
[4] M. Arifin and M. Abduh, “Peningkatan Motivasi Belajar Model Pembelajaran Blended Learning,” basicedu, vol. 5, no. 4, pp. 2339–2347, Jul. 2021, doi: 10.31004/basicedu.v5i4.1201.
[5] F. Baso, A. N. Ramadani, and N. A. Mukhtar, “Pengaruh Metode Blended Learning Terhadap Keefektivitasan Hasil Belajar Mahasiswa Universitas Negeri Makassar,” 2023.
[6] S. Maskar, P. S. Dewi, and N. D. Puspaningtyas, “Online Learning & Blended Learning: Perbandingan Hasil Belajar Metode Daring Penuh dan Terpadu,” PRISMA, vol. 9, no. 2, p. 154, Dec. 2020, doi: 10.35194/jp.v9i2.1070.
[7] D. Rahayu, D. S. Marpaung, K. P. Ningrat, and R. Solihah, “EFEKTIVITAS PEMBELAJARAN DENGAN METODE BLENDED LEARNING TERHADAP HASIL BELAJAR MAHASISWA,” vol. 6, no. 1, 2022.
[8] W. K. Aji, H. Ardin, and M. A. Arifin, “Blended Learning During Pandemic Corona Virus: Teachers’ and Students’ Perceptions,” IDEAS, vol. 8, no. 2, pp. 632–646, Dec. 2020, doi: 10.24256/ideas.v8i2.1696.
[9] M. A. Abas, S. E. Arumugam, M. M. Yunus, and K. R. M. Rafiq, “ChatGPT and Personalized Learning: Opportunities and Challenges in Higher Education,” IJARBSS, vol. 13, no. 12, p. Pages 3936-3945, Dec. 2023, doi: 10.6007/IJARBSS/v13-i12/20240.
[10] H. Yu, “Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching,” Front. Psychol., vol. 14, p. 1181712, Jun. 2023, doi: 10.3389/fpsyg.2023.1181712.
[11] S. M. Hamid, Silvi, and I. Fadila, “Chat gpt dan foydalanishning talabalarni o’rganish motivatsiyasiga ta’sirini tahlil qilish,” conf, vol. 1, no. 01, pp. 230–238, May 2024, doi: 10.5281/zenodo.11255933.
[12] J. W. Creswell, Research design: qualitative, quantitative, and mixed methods approaches, 2. ed., [Nachdr.]. Thousand Oaks, Calif.: Sage Publ, 2008.
[13] X. Wang and Z. Cheng, “Cross-Sectional Studies,” Chest, vol. 158, no. 1, pp. S65–S71, Jul. 2020, doi: 10.1016/j.chest.2020.03.012.
[14] G. Norman, “Likert scales, levels of measurement and the ‘laws’ of statistics,” Advances in Health Sciences Education, vol. 15, no. 5, pp. 625–632, Dec. 2010, doi: 10.1007/s10459-010-9222-y.
[15] M. J. Fisher and A. P. Marshall, “Understanding descriptive statistics,” Australian Critical Care, vol. 22, no. 2, pp. 93–97, May 2009, doi: 10.1016/j.aucc.2008.11.003.
[16] X. Pan, “Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator,” Front. Psychol., vol. 11, p. 564294, Oct. 2020, doi: 10.3389/fpsyg.2020.564294.
[17] C. Attard and K. Holmes, “An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms,” Math Ed Res J, vol. 34, no. 4, pp. 719–740, Dec. 2022, doi: 10.1007/s13394-020-00359-2.
[18] “The role of ChatGPT in higher education: Benefits, challenges, and future research directions,” JALT, vol. 6, no. 1, May 2023, doi: 10.37074/jalt.2023.6.1.29.
[19] W. Djoko Dwiyogo and C. Ligya Radjah, “Effectiveness, Efficiency and Instruction Appeal of Blended Learning Model,” Int. J. Onl. Eng., vol. 16, no. 04, pp. 91–108, Apr. 2020, doi: 10.3991/ijoe.v16i04.13389.
[20] H. Harini, “The Role of ChatGPT in Improving the Efficiency of Education Management Processes,” IMEIJ, vol. 4, no. 2, pp. 255–267, Aug. 2023, doi: 10.54373/imeij.v4i2.199.
[21] Fakhri, M. M., Ahmar, A. S., Rosidah, R., Fadhilatunisa, D., & Tabash, M. (2024). Barriers to Effective Learning: Examining the Influence of Delayed Feedback on Student Engagement and Problem Solving Skills in Ubiquitous Learning Programming. Journal of Applied Science, Engineering, Technology, and Education, 6(1), 69-79.
[22] Fakhri, M. M., & Anandari, D. R. (2023). Pengaruh Model Blended Learning berbasis Gamifikasi terhadap Motivasi Belajar dan Hasil Belajar Mahasiswa. Jurnal MediaTIK, 7-13.
[23] Ruslan, R., Lu’mu, L. M., Fakhri, M. M., Ahmar, A. S., & Fadhilatunisa, D. (2024). Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming. Education Sciences, 14(9), 1021.
[24] Fakhri, M. M., Ahmar, A. S., Isma, A., Rosidah, R., & Fadhilatunisa, D. (2024). Exploring Generative AI Tools Frequency: Impacts on Attitude, Satisfaction, and Competency in Achieving Higher Education Learning Goals. EduLine: Journal of Education and Learning Innovation, 4(1), 196-208.
[25] Fathahillah, F., Fakhri, M. M., & Ahmar, A. S. (2023). Analysis of Artificial Intelligence Literacy in the Blended Learning Model in Higher Education. EduLine: Journal of Education and Learning Innovation, 3(4), 566-575.
Downloads
Published
Citation
Issue
Section
License
Copyright (c) 2024 Aminuddin, Nurmila, Pramudya Asoka Syukur, Nurul Islamia, Andi Dio Nurul Awalia (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Email : voice@lontaradigitech.com
