ANALISIS PERSEPSI MAHASISWA PENDIDIKAN TEKNIK MESIN TENTANG PEMANFAATAN AI DALAM TUGAS KULIAH
DOI:
https://doi.org/10.37304/jptm.v8i1.23455Keywords:
Student Perception, Artificial Intelligence, College Assignments, Technology Acceptance ModelAbstract
This research is motivated by the dilemmatic phenomenon where AI offers significant efficiency benefits, but on the other hand poses risks to academic integrity and critical thinking competence. This study aims to describe the perceptions of students of the Mechanical Engineering Education Study Program, Universitas Palangka Raya, regarding the use of Artificial Intelligence (AI) in completing college assignments. A quantitative approach with a descriptive survey method was used. The research population consisted of all active students of the Mechanical Engineering Education Study Program, totaling 156 students. The sampling technique used was total sampling by distributing questionnaires to the entire population, yielding valid data from 113 respondents. This number of respondents has met the minimum sample size requirement based on the calculation of Slovin's formula with a 5% margin of error. The research instrument was a questionnaire consisting of 32 valid and reliable statements, developed based on the theoretical framework of the Technology Acceptance Model (TAM), specifically the perceived Benefits and Ease of Use dimensions, extended with two additional perception dimensions: Risk and Critical Thinking Engagement. Data analysis was carried out using descriptive percentage statistics. The results indicate that: (1) Perceived Benefits are in the very good category (81%); (2) Perceived Ease of Use is in the good category (77%); (3) Perceived Risk (after reverse scoring) is in the moderate category (53%), indicating moderate caution; and (4) Perceived Critical Thinking Engagement is in the very good category (81%). Overall, students' perceptions of the use of AI are in the good category (73%). The conclusion of this study is that students have a good perception of the benefits, ease of use, and the importance of their active role in using AI, but they still maintain a moderate level of concern about the existing risks. Practically, these findings contribute as an empirical foundation for study programs and lecturers in formulating academic ethics guidelines for AI usage, as well as designing instructional strategies that integrate AI literacy to mitigate the risks of academic integrity violations.
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