Analisis Persepsi Pengalaman Penggunaan Artificial Intelligence dalam Skripsi terhadap Kemandirian dan Locus of Control Mahasiswa Pendidikan Teknik Bangunan Universitas Negeri Malang

Vincentia Kayla Stevanie Subowo; Fadila Fitria Wulandari; Muhammad Aris Ichwanto; Eko Suwarno

doi:10.61132/yudistira.v4i4.3097

Authors

Vincentia Kayla Stevanie Subowo Universitas Negeri Malang
Fadila Fitria Wulandari Universitas Negeri Malang
Muhammad Aris Ichwanto Universitas Negeri Malang
Eko Suwarno Universitas Negeri Malang

DOI:

https://doi.org/10.61132/yudistira.v4i4.3097

Keywords:

Artificial Intelligence (AI), Independence, Locus of Control, Students, Thesis Writing

Abstract

The development of Artificial Intelligence (AI) in higher education has provided students with new opportunities to facilitate academic writing, including thesis preparation. However, AI use also raises concerns regarding student independence and their beliefs about control over academic outcomes (Locus of Control). This study aims to describe the levels of AI use, independence, and Locus of Control among students in the Building Engineering Education program at Universitas Negeri Malang during thesis preparation. A quantitative descriptive approach was employed, involving 93 students currently writing their theses. Data were collected using a Likert-scale questionnaire and analyzed descriptively to identify the tendencies of each variable. The results indicate that AI use falls into the high category, with a mean score of 63.53. Meanwhile, student independence falls into the moderate category, with a mean score of 33.27. Locus of Control is also in the moderate category, with a mean score of 26.53, although students demonstrate a predominantly internal orientation. These findings suggest that students utilize AI as an academic support tool while maintaining independence and confidence in their own abilities to complete their theses. Therefore, AI use should be accompanied by critical thinking, independent decision-making, and academic responsibility to ensure that technology supports the thesis-writing process without replacing students' active involvement.

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