Bima Purba Tangkas, Dian Azizah Sadriansyah Wijaya, Daffa Fakhri Maulana, Sudrajat Sudrajat

Pengaruh Autonomous Learning Berbasis ChatGPT terhadap Peningkatan Divergent Thinking Peserta Didik

Introduction

Pengaruh autonomous learning berbasis chatgpt terhadap peningkatan divergent thinking peserta didik. Kaji dampak Autonomous Learning berbasis ChatGPT pada peningkatan Divergent Thinking siswa. Studi ini menunjukkan peningkatan signifikan, efektif namun perlu etika dan supervisi.

Abstract

This study is motivated by the importance of developing students' divergent thinking skills in the Society 5.0 era through the use of technology. The purpose of the study was to measure the effect of ChatGPT-based Autonomous Learning on improving students' Divergent Thinking skills. This study applies a quantitative methodology, specifically in a pre-experimental design that uses a measurement pattern before and after treatment on one group of research subjects. The research sample consisted of 32 students of SMP Negeri 8 Yogyakarta who were selected using accidental sampling techniques. The results of the study showed a significant increase in divergent thinking skills, as evidenced by an increase in the average score from 83.906 (pre-test) to 86.625 (post-test) with a significance value of 0.000 (p <0.05). The study concluded that the application of ChatGPT-based autonomous learning is effective in improving students' divergent thinking skills, but it needs to be balanced with supervision and understanding of academic ethics to minimize the negative impacts of technology use.

Review

This study addresses a highly relevant and timely topic: the potential of ChatGPT-based autonomous learning to enhance students' divergent thinking skills, particularly in the context of the Society 5.0 era. The authors successfully identify a critical need for developing such skills and explore a modern technological intervention. Utilizing a pre-experimental quantitative design, the research reports a statistically significant improvement in divergent thinking scores among the student participants, suggesting a positive impact of the intervention. The study's conclusion, emphasizing the need for supervision and ethical considerations, is also a prudent and valuable addition to the findings. While the findings are promising, several methodological limitations warrant critical attention. The use of a one-group pre-test/post-test design, without a control group, significantly weakens the internal validity of the study. It becomes challenging to definitively attribute the observed increase in divergent thinking solely to the ChatGPT-based autonomous learning, as other factors such as maturation, history, or testing effects could equally explain the improvement. Furthermore, the sampling method (accidental sampling of 32 students from a single school) limits the generalizability of the results. The abstract also lacks crucial details regarding the instrument used to measure divergent thinking and the maximum possible score, making it difficult to fully assess the practical significance of the reported average score increase from 83.906 to 86.625, despite its statistical significance. Despite these limitations, the study offers an important initial exploration into the pedagogical applications of ChatGPT for fostering higher-order thinking skills. To build upon this preliminary work, future research should adopt more robust experimental designs, incorporating control groups and larger, more representative samples to strengthen internal and external validity. Additionally, providing detailed information on the divergent thinking assessment tool and a clearer interpretation of the effect size would enhance the practical implications of the findings. Exploring the specific mechanisms by which ChatGPT facilitates divergent thinking, perhaps through qualitative methods, and rigorously investigating the ethical challenges and effective supervision strategies mentioned, would also contribute valuable insights to this rapidly evolving field.

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