Pengaruh ChatGPT dan Literasi Digital Terhadap Kemudahan Pengerjaan Artikel Ilmiah Pada Mahasiswa S1 Bisnis Digital UNESA

Shevani Resta Maulana Putri, Ilham Raditya Aryanto, Binta Zahratul Jannah, Haniyah Awwabinah, Intan Pravda Sari, Fajar Wahyudi Rahman, Ratih Amelia

Abstract


Penelitian ini menguji pengaruh penggunaan ChatGPT dan literasi digital terhadap kemudahan pengerjaan artikel ilmiah pada mahasiswa S1 Bisnis Digital UNESA. Metode yang digunakan adalah kuantitatif melalui kuesioner daring berbasis Google Forms kepada 188 mahasiswa, dengan 80 responden valid. Analisis dilakukan menggunakan Partial Least Squares-Structural Equation Modeling (PLS-SEM) melalui SmartPLS 4.0. Hasil menunjukkan bahwa penggunaan ChatGPT (path coefficient = 0,546; t-statistic = 5,258; p < 0,001) dan literasi digital (path coefficient = 0,276; t-statistic = 2,885; p = 0,004) berpengaruh positif dan signifikan, dengan kontribusi simultan sebesar 44,3%. Temuan mendukung Technology Acceptance Model (TAM) dan menunjukkan bahwa ChatGPT lebih dominan dalam meningkatkan efisiensi penulisan akademik. Penelitian menyimpulkan bahwa integrasi ChatGPT dengan literasi digital yang kuat dapat meningkatkan produktivitas mahasiswa, namun diperlukan pedoman etis dan pelatihan untuk menjaga kemampuan berpikir kritis serta integritas akademik.

Keywords


ChatGPT, Literasi Digital, Kemudahan Pengerjaan, Technology Acceptance Model

Full Text:

PDF

References


Abdullah, N., Rahman, A., & Hasan, M. (2025). Ethical issues and the utilization of artificial intelligence in foreign language academic writing. Journal of Language and Education Research, 9(1), 45–58.

Astriani, A. S., Silvani, D., & Syakira, S. (2023). The effect of digital literacy and word choice mastery on students’ writing skills. Journal of Language and Education Studies, 19(7), 307–314.

Brown, T. B., Kaplan, J., Ryder, N., Henighan, T., Chen, M., Herbert-Voss, A., Ziegler, D. M., Krueger, G., Askell, A., Hesse, C., & McCandlish, S. (2020). Language models are few-shot learners. Advances in Neural Information Processing Systems, 33, 1877–1901.

Chen, L., Zhang, Y., & Wu, H. (2025). The impact of generative AI tools on academic writing quality and learning efficiency in higher education. Computers & Education, 201, 104812.

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). ChatGPT and assessment: Exploring student use of artificial intelligence in higher education. Assessment & Evaluation in Higher Education, 49(2), 235–249.

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239, doi.org/10.1080/14703297.2023.2190148.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–339.

Deng, X., & Lin, Y. (2025). University students’ adoption of ChatGPT for academic purposes: A cross-disciplinary study. Education and Information Technologies, 30(1), 1123–1145.

Firdaus, A., Ramadhan, R., & Lestari, N. (2024). Students’ perceptions of artificial intelligence use in academic writing in Indonesian universities. Journal of Educational Technology Development, 12(2), 89–101.

Firdaus, M. F., Wibawa, J. N., & Rahman, F. F. (2024). Utilization of GPT-4 to improve education quality through personalized learning for Generation Z in Indonesia. Journal of Digital Learning, 8(1), 6–14.

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.

Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24.

Haliq, A., & Hamsa, A. (2021). Literasi digital: Tingkat dan keandalan sumber referensi mahasiswa dalam menulis esai akademik. Jurnal Pendidikan Bahasa dan Sastra, 9(1), 1–10.

Haliq, A., & Mahande, R. D. (2025). Exploring the impact of critical thinking and digital literacy on students’ academic essay writing skills. Journal of Educational Studies, 33(2), 143–156.

Hani, N., Lestari, P. V., Zamora, H. P., & Ismayanti, R. (2024). Analisis faktor penerimaan pengguna ChatGPT dengan menggunakan metode Technology Acceptance Model (TAM) pada mahasiswa. Jurnal Sistem Informasi, 2(6), 1–12.

Hidayatullah, S., & Nugroho, A. (2025). Digital literacy and curriculum development in digital business higher education. Jurnal Pendidikan Bisnis Digital, 4(1), 1–14.

Imran, M., & Almusharraf, N. (2025). Cognitive load and academic performance in AI-assisted learning environments: A meta-analysis. Journal of Computer Assisted Learning, 41(2), 389–403.

Khampusaen, D. (2025). The impact of ChatGPT on academic writing skills and knowledge: An investigation of its use in argumentative essays. Journal of Educational Research and Innovation, 6(2), 1–15.

Koteczki, R. (2025). Exploring Generation Z’s acceptance of artificial intelligence in higher education: A TAM and UTAUT-based PLS-SEM analysis. International Journal of Educational Technology in Higher Education, 22(1).

Kurniawan, D., & Setiawan, R. (2025). Artificial intelligence and ethical challenges in Indonesian higher education. Jurnal Etika dan Teknologi Pendidikan, 3(1), 22–34.

Lin, X., Chan, R. Y., Sharma, S., & Bista, K. (2024). The impact of artificial intelligence on global higher education: Opportunities and challenges of using ChatGPT and generative AI. Higher Education Policy Review, 18(2), 55–70.

Lo, C. K. (2025). Generative AI in higher education: Opportunities, risks, and implications for critical thinking. Educational Technology Research and Development, 73(1), 1–19.

Malik, A., Sinha, N., & Goel, R. (2024). Expanding technology acceptance models for artificial intelligence applications in education. Journal of Educational Computing Research, 62(3), 567–589.

Marikyan, D., & Papagiannidis, S. (2023). Technology acceptance in artificial intelligence research: A systematic review. Technological Forecasting and Social Change, 189, 122370.

Michel Villarreal, D., Gómez, M., & Torres, J. (2025). The effects of generative AI tools on academic productivity and writing performance. Higher Education Research & Development, 44(1), 78–93.

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078, doi.org/10.1016/j.compedu.2012.04.016.

Ninghardjanti, P., Umam, M. C., Subarno, A., Winarno, W., & Langgi, N. R. (2025). Evaluating the impact of AI on critical thinking skills among higher education students by combining the TAM model and critical thinking theory. Frontiers in Education, 10, 1719625.

Pratama, R., Ananda, F., & Putri, S. A. (2024). Transformasi digital perguruan tinggi di Indonesia. Jurnal Transformasi Digital, 6(2), 101–115.

Pratiwi, N. K., Yulianto, B., & Sodiq, S. (2024). Optimizing ChatGPT for scientific writing in the digital age. Journal of Academic Writing, 23(2), 224–233.

Sari, M., & Wahyuni, T. (2025). Artificial intelligence adoption in academic writing among Indonesian university students. Jurnal Teknologi Pendidikan Indonesia, 14(1), 33–46.

Strzelecki, A. (2023). Students’ acceptance of artificial intelligence tools for education: An extended TAM approach. International Journal of Human–Computer Interaction, 39(5), 1034–1048.

Taufikin, Judijanto, L., & Nurhayati, S. (2025). Enhancing undergraduate research writing using ChatGPT: Effectiveness, student perceptions, and ethical implications. Journal of Higher Education Studies, 13(1), 148–157.

Thalib, H. R., & Mansyur, A. S. (2025). Studi tinjauan pustaka: Strategi dan tantangan pemanfaatan AI generatif dalam penulisan akademik mahasiswa. Jurnal Pendidikan Tinggi Digital, 1(2), 242–248.

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., & Hickey, D. T. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, 30, doi.org/10.1186/s40561-023-00237-x.

Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46(2), 186–204.

Widiastuti, E., & Susanti, D. (2025). Pemanfaatan AI dalam penulisan akademik bahasa Inggris mahasiswa Indonesia. Jurnal Linguistik Terapan, 15(1), 120–132.

Yan, Z., Li, X., & Wang, Y. (2025). The effectiveness of ChatGPT-assisted learning in higher education: A meta-analysis. Computers in Human Behavior, 146, 107837.




DOI: https://doi.org/10.17509/ijdb.v5i4.95055

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Universitas Pendidikan Indonesia (UPI)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indonesian Journal of Digital Business is published by Universitas Pendidikan Indonesia (UPI)
and managed by Department of Digital Business
Jl. Dr. Setiabudi No.229, Kota Bandung, Indonesia - 40154
View My Stats