The An Analysis of Students’ Perceptions on ChatGPT Utilization in the Learning Process

Islahul Adila Rahma; Jesi Alexander Alim; Zetra Hainul Putra

doi:10.58737/jpled.v6i4.1827

Authors

Islahul Adila Rahma Universtas Riau
Jesi Alexander Alim Universitas Riau
Zetra Hainul Putra Universitas Riau

DOI:

https://doi.org/10.58737/jpled.v6i4.1827

Keywords:

Artificial Intelligence, ChatGPT, Student Perception, Higher Education, Learning Technology

Abstract

The development of artificial intelligence has brought ChatGPT into higher education as a tool that can support students in accessing information, understanding learning materials, completing academic activities, and developing learning independence. However, its use also raises concerns regarding information accuracy, critical thinking, and academic resposibility. This study aims to describe students’ perceptions of ChatGPT utilization in the lecture process. The study employed a descriptive quantitative approach involving 32 first-semester students of the Faculty of Teacher Training and Education. Data were collected using a 20-item Likert-scale questionnaire, with 14 valid items analyzed after reverse scoring and item selection. Data analysis included descriptive statistics, percentage analysis, reliability testing, and normally testing. The results showed overall mean score of 48,34 with a standard deviation of 5,99 , a minimum score of 33, and a maximum score of 56. The overall perception reached 86,33% indicating a positive perception. The highest indicator was responsibility and learning independence (89,58%), while the lowest was benefits and understanding (83,85%). The findings indicate that students tend to perceive ChatGPT as a supporting learning tool, particularly for accessibility, learning efficiency, information verification, and independent learning. Nevertheless, responsible use, information verification, and critical thinking remain importand aspects in integrating ChatGPT into higher education.

Downloads

Download data is not yet available.

References

Albadarin, Y., Saqr, M., Pope, N., & Tukiainen, M. (2024). A systematic literature review of empirical research on ChatGPT in education. Discover Education, 3, 60. https://doi.org/10.1007/s44217-024-00138-2

Alim, J. A., Asih, S. R., & Putra, Z. H. (2024). The effectiveness of realistic mathematics education to enhance elementary students' learning outcomes and motivation. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 13(6), 242–251.

Alim, J. A., Hermita, N., Putra, Z. H., & Oktaviani, C. (2025). Development of a STEM-based e-module using the MIKiR model on energy sources material to enhance students' critical thinking skills. Frontiers in Education, 10, 1635133. https://doi.org/10.3389/feduc.2025.1635133

Anisa, E., Ulfa, M., Alim, J. A., & Anggriani, M. D. (2025). Dampak penggunaan AI ChatGPT dalam pembelajaran di kalangan mahasiswa PGSD Universitas Riau. ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran, 3(2), 46–54.

Ardiansyah, F., Alim, J. A., & Putra, Z. H. (2026). Asisten pintar atau jalan pintas? Persepsi mahasiswa PGSD FKIP UNRI terhadap penggunaan AI dalam tugas akademik. ANTHOR: Education and Learning Journal, 5(5), 714–719. https://doi.org/10.31004/anthor.v5i5.1413

Arifah, I., Kuncorowati, D., Suprapti, & Narimo. (2025). Integration of artificial intelligence technology in Indonesian language teaching: Innovative solutions in the digital era. Journal of Practice Learning and Educational Development, 5(1), 1–5. https://doi.org/10.58737/jpled.v5i1.405

Bhullar, P. S., Joshi, M., & Chugh, R. (2024). ChatGPT in higher education: A synthesis of the literature and a future research agenda. Education and Information Technologies, 29, 21501–21522. https://doi.org/10.1007/s10639-024-12723-x

Chaerani, A., Aryenda, D. M., Afifah, Z., Alim, J. A., & Anggriani, M. D. (2025). Analisis persepsi mahasiswa PGSD terhadap penggunaan artificial intelligence dalam proses pembelajaran. ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran.

Ernalia, U., Zahra, F. A., Alim, J. A., & Anggriani, M. D. (2025). Peran artificial intelligence (AI) dalam meningkatkan literasi digital dan kemampuan berpikir kritis mahasiswa. Jurnal Ilmiah Nusantara, 2(6), 1174–1185.

Fiani, F. R., Alim, J. A., & Ulya, Z. (2025). Dampak penggunaan artificial intelligence (AI) terhadap kemampuan berpikir kritis mahasiswa. Jurnal Teknologi Pendidikan dan Pembelajaran, 3(2), 260–267.

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeiffer, F., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Masfufah, & Darmawan, D. (2023). Developing pedagogical standards and AI policies for adaptive learning in equitable and safe school education. Journal of Practice Learning and Educational Development, 3(4). https://doi.org/10.58737/jpled.v3i4.321

Putra, Z. H., Hermita, N., & Alim, J. A. (2021). Analisis pengetahuan matematika, didaktika, dan teknologi calon guru sekolah dasar menggunakan Rasch model. Mosharafa: Jurnal Pendidikan Matematika, 10(3). https://doi.org/10.31980/mosharafa.v10i3.667

Rahmadhani, [et al.]. (2021). A comparative study of first and third year prospective elementary teachers' attitude towards technology-based mathematics assessment. Journal of Teaching and Learning in Elementary Education.

Saputri, V., Prawira, I. A., & Siregar, N. (2025). Threats and opportunities of AI (artificial intelligence) in the world of education. Journal of Practice Learning and Educational Development, 5(1), 160–163. https://doi.org/10.58737/jpled.v5i1.406

Sibarani, D. P., Cendana, W., & Anggraeni, C. K. P. (2025). Teachers' perceptions and readiness for AI-based virtual assistants in supporting schools' learning transformation. Journal of Practice Learning and Educational Development, 5(1), 215–222. https://doi.org/10.58737/jpled.v5i1.398

Sudarja, K., Margareth, D. W., Simanjuntak, J. P., Endarrini, M., & Cendana, W. (2025). Description of ChatGPT usage among third-year nursing students at University X. Journal of Practice Learning and Educational Development, 5(2), 457–464. https://doi.org/10.58737/jpled.v5i2.446

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, 15. https://doi.org/10.1186/s40561-023-00237-x

Wangi, Y. S., Alim, J. A., & Ulya, Z. (2025). Pemanfaatan artificial intelligence dalam proses belajar mahasiswa: Analisis persepsi, dampak, dan harapan. Jurnal Sosial dan Humaniora, 3(2), 7–11.

Nurmailis, Alim, J. A., & Putra, Z. H. (2025). Analisis dampak blockchain pada pendidikan. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4), 287–303.

Nurdin, L., Alim, J. A., Hermita, N., Marhadi, H., & Putra, Z. H. (2025). Peran komunitas belajar dalam meningkatkan profesionalisme dan kualitas pembelajaran guru. Jurnal Kiprah Pendidikan, 4(3), 335–340.

Marlini, S., Alim, J. A., & Putra, Z. H. (2025). Development of geometry teaching materials based on RME in the context of the perahu baganduang tradition. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 14(6), 970–983.

Selvia, Alim, J. A., & Putra, Z. H. (2025). Pengembangan bahan ajar berbasis PMRI pada materi penyajian data di sekolah dasar. Tunjuk Ajar: Jurnal Pendidikan Dasar.

Aulia, A., Alim, J. A., & Putra, Z. H. (2025). Pengaruh pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) terhadap hasil belajar siswa pada materi penyajian data kelas V sekolah dasar. Tunjuk Ajar: Jurnal Pendidikan Dasar.

Putra, Z. H., Hermita, N., Alim, J. A., Dahnilsyah, & Gunawan, Y. (2025). The role of project-based ethno-didactics of mathematics learning toward pre-service elementary teachers' perspectives, mathematical, and didactic knowledge. Frontiers in Education, 10, 1568366.