Sigit Raharjo, Desty Haswati, Siti Nur Aisyah, Marlina, Mutia Khairunnisa

Hubungan Antara Self-Efficacy dan Critical Thinking Mahasiswa dalam Menggunakan AI pada Mata Kuliah Teori Bilangan

Introduction

Hubungan antara self-efficacy dan critical thinking mahasiswa dalam menggunakan ai pada mata kuliah teori bilangan. Menganalisis hubungan self-efficacy dan critical thinking mahasiswa saat pakai AI dalam Teori Bilangan. Survei menunjukkan tidak ada korelasi signifikan, panduan strategi pembelajaran AI.

Abstract

This reserch aims to analyze the relationship between students’s self-efficacy and critical thingking in using artificial intelligence (AI) in Number Theory course. The method used in quantitative survey with a correlation approach. The research sample consisted of 30 students in the 5th semester of the Mathematics Education Study Program, Muhammadiyah University, Tangerang. Data was collected through questionnaires and critical thingking tests. The research result show that the majority of students are in the medium category in terms of self-efficacy, critical thingking skills, and use of AI. The correlation test shows that there is no significant relationship between self-efficacy and critical thingking on the use of AI. It is hoped that the results of this research can be a reference in developing learning strategies that utilize AI effectively by considering other factors.

Review

This research addresses a highly relevant and contemporary topic concerning the integration of Artificial Intelligence (AI) in higher education and its interaction with fundamental student attributes. The paper aims to explore the relationship between students' self-efficacy and critical thinking skills when utilizing AI tools within the context of a Number Theory course. Employing a quantitative survey with a correlational approach on a sample of 30 mathematics education students, the study sought to understand these dynamics. Notably, the core finding indicates that, contrary to some expectations, there is no significant relationship between students' self-efficacy and their critical thinking in the context of AI use, alongside observations that most students exhibit medium levels across these attributes and AI engagement. While the chosen topic is compelling and timely, certain methodological aspects and the interpretation of results warrant closer examination. The sample size of 30 students, specific to a single program and university, is relatively small for a correlation study, which may limit the statistical power to detect existing relationships and the generalizability of the findings. The report that the majority of students fall into a "medium category" for self-efficacy, critical thinking, and AI use provides a baseline but also raises questions about the specific nature of AI engagement and whether this "medium" level is optimal or indicates areas for improvement. The absence of a significant relationship between self-efficacy and critical thinking regarding AI use is a particularly interesting finding that challenges common assumptions. This could stem from various factors, including the specific AI tasks performed, the pedagogical approach in the Number Theory course, or indeed, the limitations of the sample size and measurement instruments, rather than an absolute lack of relationship. Despite the unexpected findings, this study serves as a valuable initial contribution to understanding the complex interplay between psychological attributes and technology integration in education. The authors rightly suggest that the results can inform the development of learning strategies utilizing AI by considering "other factors." Future research would benefit from exploring these factors in more detail, perhaps through qualitative methods that delve into students' experiences and perceptions of AI use, or by employing larger and more diverse samples to enhance the generalizability of quantitative findings. Additionally, a clearer articulation of how AI was integrated into the Number Theory course and the specific critical thinking skills assessed in relation to AI would strengthen the study's impact. Overall, this research opens avenues for deeper investigation into optimizing AI's role in fostering student competencies in academic settings.

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