Persepsi Mahasiswa terhadap Penggunaan AI-Assisted Writing dalam Penulisan Teks Akademik
Abstract
Studi ini bertujuan menjabarkan persepsi mahasiswa pendidikan tinggi vokasi terhadap penggunaan AI-Assisted Writing dalam konteks institusi politeknik. Studi ini membahas terbatasnya penelitian tentang penggunaan AI di kalangan siswa vokasi, khususnya di lingkungan pendidikan tinggi. Menggunakan Model Penerimaan Teknologi (TAM) sebagai kerangka teoretis, penelitian ini berfokus pada persepsi mahasiswa tentang kegunaan, kemudahan penggunaan, dan tantangan yang terkait dengan AI-Assisted Writing. Pendekatan fenomenologis kualitatif diadopsi, melibatkan 20 mahasiswa dari berbagai jurusan di Politeknik Negeri Malang (Polinema) yang dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik. Temuan menunjukkan bahwa sebagian besar peserta memandang alat AI seperti ChatGPT, Grammarly, dan QuillBot secara positif, terutama untuk mendukung pengembangan ide, parafrase, pemeriksaan tata bahasa, dan meningkatkan kualitas penulisan akademik. Mahasiswa juga menganggap alat-alat ini relatif mudah digunakan, dengan pembelajaran dari teman sebaya dan eksplorasi mandiri memainkan peran penting dalam adopsinya. Meskipun ada manfaat-manfaat ini, beberapa kekhawatiran muncul, termasuk informasi yang dihasilkan AI yang tidak akurat, ketergantungan berlebihan pada AI, pengurangan keterlibatan berpikir kritis, dan ketidakpastian mengenai integritas akademik. Banyak siswa menekankan pentingnya memverifikasi konten yang dihasilkan oleh AI, terutama untuk informasi teknis dan akademis. Siswa yang menunjukkan literasi AI yang lebih kuat cenderung menggunakan AI secara kritis dan bertanggung jawab, memperlakukannya sebagai alat bantu belajar daripada pengganti pemikiran mandiri. Studi ini menyoroti pentingnya mengembangkan kebijakan institusional yang jelas dan mengintegrasikan literasi AI ke dalam pengajaran penulisan akademik di pendidikan tinggi vokasi. Temuan ini berkontribusi pada diskusi yang sedang berlangsung mengenai integrasi AI yang etis dan bertanggung jawab dalam lingkungan pembelajaran akademik.
Keywords: Penulisan Berbantuan AI Persepsi mahasiswa; Model Penerimaan Teknologi; Penulisan akademik
This study examines vocational higher education students’ perceptions of AI-Assisted Writing (AI-AW) tools in academic writing within the context of a polytechnic institution. The study addresses the limited research on AI use among vocational students. Using the Technology Acceptance Model (TAM) as the theoretical framework, the research focuses on students’ perceptions of the usefulness, ease of use, and challenges associated with AI-AW tools. A qualitative phenomenological approach was adopted, involving 20 students from different academic departments at Malang State Polytechnic (Polinema), Indonesia, selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed using thematic analysis. The findings indicate that most participants viewed AI tools such as ChatGPT, Grammarly, and QuillBot positively, especially for supporting idea development, paraphrasing, grammar checking, and improving the quality of academic writing. Students also considered these tools relatively easy to use, with peer learning and self-directed exploration playing an important role in their adoption. Despite these benefits, several concerns emerged, including inaccurate AI-generated information, overreliance on AI, reduced critical thinking engagement, and uncertainty regarding academic integrity. Many students emphasized the importance of verifying AI-generated content, particularly for technical and academic information. Students who demonstrated stronger AI literacy tended to use AI critically and responsibly, treating it as a learning aid rather than a replacement for independent thinking. The study highlights the importance of developing clear institutional policies and integrating AI literacy into academic writing instruction in vocational higher education. These findings contribute to ongoing discussions regarding ethical and responsible AI integration in academic learning environments
Kata Kunci: AI-Assisted Writing; students' perceptions; Technology Acceptance Model; academic writing; vocational higher education
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DOI: https://doi.org/10.21107/metalingua.v11i1.34397
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