HUBUNGAN INTENSITAS PENGGUNAAN GENERATIVE ARTIFICIAL INTELLIGENCE (GEN AI) DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA UNIVERSITAS X DI YOGYAKARTA

Cut Intan Maulidia, NIM.: 22107010007 (2026) HUBUNGAN INTENSITAS PENGGUNAAN GENERATIVE ARTIFICIAL INTELLIGENCE (GEN AI) DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA UNIVERSITAS X DI YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (HUBUNGAN INTENSITAS PENGGUNAAN GENERATIVE ARTIFICIAL INTELLIGENCE (GEN AI) DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA UNIVERSITAS X DI YOGYAKARTA) 22107010007_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (9MB) | Preview
	Text (HUBUNGAN INTENSITAS PENGGUNAAN GENERATIVE ARTIFICIAL INTELLIGENCE (GEN AI) DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA UNIVERSITAS X DI YOGYAKARTA) 22107010007_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (11MB) | Request a copy

Abstract

The development of Generative Artificial Intelligence (Gen AI) in education has introduced new dynamics in students’ learning behaviors, including the potential emergence of academic procrastination. This study aimed to examine the relationship between the intensity of Gen AI use and academic procrastination among students. This research employed a quantitative method involving 226 students from non-science faculties at University X in Yogyakarta. Academic procrastination was measured using the Pure Procrastination Scale (PPS) developed by Putri and Riyadi (2024) with a reliability coefficient of 0.912, while the Gen AI Usage Intensity Scale was developed by the researcher (α = 0.890). Data were analyzed using simple linear regression, independent samples t-test, and ANOVA. The results revealed a significant positive relationship between the intensity of Gen AI use and academic procrastination, with a relatively small effective contribution (R² = 0.0945). Additional analyses showed no significant gender differences in academic procrastination. However, a significant difference was found in the intensity of Gen AI use, with female students demonstrating higher usage levels than male students. Furthermore, no significant differences were identified across faculties for either academic procrastination or Gen AI usage intensity. These findings highlight the importance of digital literacy, particularly regarding Gen AI, in promoting ethical, responsible, and purposeful use among students in higher education contexts.

Share this knowledge with your friends :

Actions (login required)

View Item