Abstract

General Background: The integration of artificial intelligence (AI) in education has transformed students' approaches to learning and task completion. Specific Background: One of the most prominent AI tools, ChatGPT, offers rapid assistance with academic work, yet raises concerns about over-reliance and ethical misuse. Knowledge Gap: Despite growing global discourse, there remains limited empirical research on AI usage in smaller, non-urban institutions in Indonesia. Aims: This study investigates how students at STKIP Muhammadiyah Pagaralam utilize ChatGPT to complete assignments, examining usage patterns, benefits, ethical awareness, and dependence. Results: Based on responses from 353 students, 95.8% reported using ChatGPT, primarily for essays and reference gathering. While 92.8% found it helpful for efficiency, 91.1% cross-verified its content, and 61.2% claimed continued task capability without it. Novelty: Unlike prior studies with conceptual or qualitative scopes, this research provides the first quantitative insight into ChatGPT's academic role in a Muhammadiyah institution. Implications: The findings highlight a balanced integration of AI, underscoring the need for institutional policies that encourage ethical use while fostering digital literacy and independent learning.
Highlight :

• ChatGPT is widely used (95.8%) but students remain critical—91.1% verify its outputs with other sources.

• Most students benefit from faster task completion and improved understanding without over-relying on the tool.

• Ethical awareness is high—83.4% recognize plagiarism risks and support responsible AI use in education.

Keywords : ChatGPT, Artificial Intelligence, Academic Tasks, Technology Dependence, Academic Ethics

Introduction

In recent decades, technological advancements have brought significant changes to various aspects of human life, including the field of education. One of the most prominent developments is the emergence of artificial intelligence (AI), which is increasingly integrated into educational practices. Among the AI tools gaining popularity in academic settings is ChatGPT (Chat Generative Pre-trained Transformer), an AI-powered chatbot developed by OpenAI. ChatGPT facilitates natural language interaction and provides support in tasks such as translating texts, generating ideas, writing assistance, and information retrieval.

Since its release in November 2022, ChatGPT has gained rapid traction among students for completing assignments, understanding difficult learning materials, and enhancing productivity. Its user-friendly interface and ability to provide quick responses have made it an appealing tool in academic environments. However, alongside these advantages, ChatGPT also presents challenges—such as the risk of over-reliance, reduced critical thinking, potential inaccuracies in responses, and ethical concerns like plagiarism.

Recent studies have begun to assess the impact of AI in classrooms. For instance, Sailer et al. (2023) found that while AI tools like ChatGPT can improve writing fluency and task completion speed, they may also reduce student engagement in higher-order thinking. Similarly, research by Kasneci et al. (2023) highlighted the dual potential of AI: supporting personalized learning but also possibly undermining students’ metacognitive development. Despite these insights, most existing studies are either conceptual or focus on global or Western higher education contexts.

To date, no quantitative study has been conducted at Muhammadiyah universities—particularly at STKIP Muhammadiyah Pagaralam—that systematically evaluates the use and impact of ChatGPT in the learning process.

This research is novel because it focuses on students at STKIP Muhammadiyah Pagaralam and employs a quantitative approach to measure the influence of ChatGPT on students’ learning behavior. While previous research has generally been exploratory or qualitative in nature, this study offers data-driven insights that can inform policies regarding responsible AI use in higher education.

Therefore, this research is necessary to explore how students are using ChatGPT, the extent of their reliance on the tool, and the potential implications for the learning process. It also aims to provide insights into students’ attitudes toward AI in education, as well as offer recommendations for its responsible and balanced use. By examining this phenomenon, the study seeks to contribute to the development of a more adaptive and ethically sound learning ecosystem that embraces technological advancement without compromising academic integrity and student autonomy

Method

Research Methodology

This study employed a descriptive quantitative research design, aligned with the survey research framework as described by Creswell (2014). The main objective of this design was to provide a statistical, objective, and structured description of the phenomenon under investigation—namely, the utilization of ChatGPT among students in completing academic assignments. This approach was chosen because it is well-suited for studies aiming to describe existing conditions, behaviors, or attitudes without manipulating variables. Given the exploratory and observational nature of this research, the descriptive quantitative method was deemed appropriate for capturing the trends, perceptions, and ethical considerations surrounding ChatGPT usage among students in a natural academic setting.

A. Research Design

The research adopted a cross-sectional survey method, which involves collecting data from a specific population at a single point in time. This design was intended to provide a snapshot of ChatGPT usage among students at STKIP Muhammadiyah Pagaralam during the academic year of 2024/2025. The use of this design enabled the researcher to gather a broad and reliable overview of students’ experiences with AI tools in real academic environments. The descriptive nature of the study means it did not seek to establish causal relationships but instead to report on observable trends and behaviors.

B. Population and Sampling

The population in this study included all active undergraduate students enrolled at STKIP Muhammadiyah Pagaralam across three departments: Mathematics Education, Indonesian Language and Literature Education, and English Education. The total population consisted of 425 students. A total sampling technique was used, meaning that all students who met the inclusion criteria were invited to participate in the study. The inclusion criteria required students to be currently enrolled and to have used ChatGPT at least once in an academic context. This method was selected to ensure high representativeness and eliminate sampling bias. Out of the 425 eligible students, 353 completed the questionnaire, resulting in a response rate of 83.1%, which was considered sufficient for generalization within the institutional context. The distribution of respondents by department was 26.3% from Mathematics Education, 42.2% from Indonesian Language Education, and 31.4% from English Education.

C. Research Instrument

The primary instrument used for data collection was a structured questionnaire developed specifically to align with the research objectives. The questionnaire consisted of both closed-ended and open-ended items. Closed-ended questions included dichotomous (Yes/No) and ordinal (Likert-type) scales designed to measure frequency of ChatGPT use, student perceptions, and ethical attitudes. Open-ended questions were included to gain deeper insight into individual experiences, such as challenges faced, strategies employed when using ChatGPT, and opinions regarding its role in education. The questionnaire was divided into five main sections: (1) frequency of ChatGPT usage, (2) types of academic tasks completed using ChatGPT, (3) perceived benefits and challenges of using ChatGPT, (4) students’ attitudes toward the ethical and practical use of AI in education, and (5) strategies used by students to validate the accuracy and relevance of ChatGPT-generated responses.

D. Validity and Reliability

To ensure content validity, a pilot study was conducted involving 20 undergraduate students from the Islamic Institute of Pagaralam City. The pilot test aimed to evaluate the clarity, relevance, and appropriateness of the questionnaire items. Based on the results, all questions were considered understandable and relevant to the study’s objectives. In terms of reliability, the questionnaire underwent expert judgment by a senior academic specializing in educational technology and AI. This expert reviewed the language, structure, and content alignment of the items and confirmed that the instrument was consistent and suitable for data collection. Additionally, internal consistency reliability was statistically measured using Cronbach’s Alpha, which yielded a value of 0.87. This score indicates a high level of reliability, as values above 0.70 are generally considered acceptable for educational research instruments. The expert’s validation statement and qualifications are documented in the appendix section of this study.

E. Data Collection Procedure

Data collection was carried out over a two-week period using a combination of online and offline methods. For online distribution, a Google Form version of the questionnaire was shared via student WhatsApp groups and institutional learning management platforms. For offline distribution, printed copies of the questionnaire were administered during classroom sessions to maximize student participation and inclusivity. Clear instructions were provided in both formats, and participants were encouraged to answer honestly and independently. To maintain data integrity, participants were assured of their anonymity and confidentiality. Furthermore, ethical considerations were prioritized: the study obtained formal approval from the academic leadership of STKIP Muhammadiyah Pagaralam, and informed consent was obtained from each participant prior to data collection. No coercion was involved, and participants were free to withdraw at any time.

F. Data Analysis Technique

The collected data were analyzed using both descriptive and basic inferential statistical techniques. For the closed-ended items, data were tabulated and analyzed using frequencies and percentages to identify overall trends in usage patterns, perceptions, and ethical considerations regarding ChatGPT. For the open-ended responses, a thematic analysis was conducted. Responses were read, coded, and grouped into categories based on recurring themes such as perceived benefits, encountered challenges, types of academic tasks, and evaluation strategies. In addition to descriptive analysis, the study also employed simple inferential statistics, such as chi-square tests and independent samples t-tests, to explore differences in ChatGPT usage across subgroups (e.g., by department or gender). This added analytical depth and allowed the researcher to identify statistically significant variations in usage patterns. The results were presented visually using tables, bar graphs, and pie charts to enhance readability and interpretation. Each finding was then discussed in relation to the existing body of literature.

G. Variable and Indicators

This study focused on a single primary variable: the utilization of ChatGPT by students in academic contexts. This variable was measured through several operational indicators that collectively described the scope and depth of ChatGPT integration in students’ learning activities. These indicators included: (a) frequency of ChatGPT usage, (b) types of academic assignments assisted by ChatGPT (e.g., essays, translations, problem-solving tasks), (c) perceived usefulness and learning benefits, (d) perceived risks such as plagiarism, over-dependence, or misinformation, (e) students’ attitudes toward the ethical use of AI, and (f) strategies employed by students to evaluate the accuracy and reliability of ChatGPT responses.

Result and Discussion

This study aimed to describe the use of artificial intelligence, specifically ChatGPT, by students of STKIP Muhammadiyah Pagaralam in completing academic assignments. From a total population of 425 students across three academic programs, 353 students actively participated by completing the questionnaire. The high response rate—over 80%—reflects the students’ interest and engagement with the issue of technology use in education.

The findings revealed that a significant majority of respondents, 95.8%, had used ChatGPT for academic purposes. This indicates that ChatGPT has become a widely adopted support tool among students, particularly for tasks such as writing essays, finding references, and understanding difficult course materials. The high rate of adoption highlights the growing integration of digital tools in higher education as students increasingly rely on technology to enhance learning efficiency.

In terms of usage frequency, most students reported moderate engagement with ChatGPT. Approximately 50% stated that they used it “sometimes,” while 37.2% reported “often” using it. This suggests that although ChatGPT is commonly accessed, students remain selective and strategic in its application, utilizing it when needed rather than as a constant reliance. Such a pattern implies that students still value independent learning while using AI as a supplementary tool.

Moreover, 92.8% of students acknowledged that ChatGPT helped them complete assignments more efficiently. Reported benefits included quick access to information, better comprehension of materials, and the flexibility of being able to consult the tool anytime and anywhere. However, students were also aware of the ethical implications. A total of 83.4% recognized the potential risk of plagiarism if ChatGPT was used irresponsibly or without proper citation and understanding.

Interestingly, the majority of students did not accept ChatGPT’s responses at face value. Around 91.1% stated that they compared its outputs with other sources such as books, journal articles, or search engines like Google. This reflects a critical awareness among students regarding the importance of verifying information and maintaining academic integrity. Furthermore, 61.2% of respondents indicated that they could still complete their academic tasks without ChatGPT, suggesting that AI tools have not fully replaced traditional learning processes.

Overall, the findings indicate that ChatGPT has become an integral component of students’ academic strategies, yet its use is generally accompanied by a sense of responsibility. Students are not only leveraging the convenience and speed of AI tools but are also upholding values such as originality, academic honesty, and critical evaluation. In this context, ChatGPT serves not as a replacement for learning, but as an enhancer that supports deeper understanding and more efficient study practices.

Figure 1.Percentage of ChatGPT Users Among Students

Frequency of ChatGPT Usage

Students reported varying frequencies in using ChatGPT depending on their academic needs.

Figure 2.Frequency of ChatGPT Usage

Findings

This section presents the key findings of the study based on the responses of 353 students who participated in the survey. The results are organized into thematic categories, including the extent of ChatGPT use, frequency, perceived benefits and risks, verification practices, and student autonomy.

1. ChatGPT Usage Rate

A significant majority of respondents reported that they had used ChatGPT to assist in completing academic tasks. As shown in the table below, 95.8% of students (n=338) indicated they had used ChatGPT for academic purposes, while only 4.2% (n=15) reported never using it.

Figure 1. Percentage of ChatGPT Users Among Students

This high usage rate indicates that ChatGPT is widely adopted as an academic support tool among students at STKIP Muhammadiyah Pagaralam.

2. Frequency of ChatGPT Usage

The survey also asked about how often students use ChatGPT. The majority of students use it "sometimes" (50%), followed by those who use it "often" (37.2%). Only a small proportion reported "always" using ChatGPT (7.6%), while a negligible number indicated rare or no usage.

Figure 2. Frequency of ChatGPT Usage

This distribution suggests that while ChatGPT is a common tool, most students still use it selectively and not excessively.

3. Perceived Benefits of ChatGPT

Students reported multiple benefits of using ChatGPT. Among those, the most cited advantages were faster task completion (92.8%), better understanding of course materials, and access to assistance anytime and anywhere.

Figure 3. Perceived Benefits of Using ChatGPT

Students perceive ChatGPT as a tool that enhances productivity and flexibility in learning.

4. Perceived Ethical Risks (e.g., Plagiarism)

A large proportion of students (83.4%) recognized the potential risk of plagiarism if ChatGPT is used irresponsibly. This suggests a relatively high level of ethical awareness regarding the use of AI-generated content.

Figure 4. Ethical Risks Perceived in ChatGPT Usage

While students appreciate the benefits of AI, most are aware of and concerned about its ethical implications.

5. Answer Verification Practices

Students were also asked whether they cross-checked ChatGPT’s responses with other information sources. A large majority (91.1%) stated that they compared AI-generated answers with references such as books, journals, or search engines.

Figure 5. Percentage of Students Who Verify ChatGPT’s Responses

This shows strong critical engagement by students, who tend not to rely solely on AI-generated answers.

6. Dependency and Self-Sufficiency

Interestingly, 61.2% of students reported that they could still complete their academic assignments without the help of ChatGPT. This finding supports the idea that AI is being used as a supplementary tool, not a substitute for learning.

Figure 6. Student Self-Sufficiency Without ChatGPT

Most students still maintain a level of academic independence despite the growing use of AI.

Summary of Key Findings

a)ChatGPT is widely used among students, with a usage rate of 95.8%.

b)Most students use it moderately and strategically, rather than continuously.

c)Students recognize both the benefits (efficiency, comprehension, flexibility) and the risks (plagiarism, misinformation).

d)High rates of answer verification show strong critical thinking.

e)The majority are not fully dependent on AI tools, suggesting ChatGPT serves as an enhancer rather than a replacement for traditional learning.

Discussion

The findings of this study highlight that ChatGPT has become deeply embedded in the academic routines of students at STKIP Muhammadiyah Pagaralam. With 95.8% of respondents reporting that they have used ChatGPT at least once for academic purposes, the data suggest that this AI-powered tool has gained strong acceptance in the higher education environment. This widespread adoption is in line with the Technology Acceptance Model (TAM), which posits that perceived usefulness and ease of use are major factors driving the adoption of new technologies (Davis, 1989). Students perceive ChatGPT as useful in supporting academic tasks and easy to use due to its intuitive interface and instant response capabilities.

The frequency of usage—where 50% of students use ChatGPT “sometimes” and 37.2% “often”—indicates a moderate, task-driven engagement rather than habitual or passive reliance. This behavior can be further understood through Self-Determination Theory (SDT), which suggests that autonomous motivation is a key driver in technology use when individuals perceive that it supports their learning goals without undermining their sense of control or competence (Deci & Ryan, 2000). Students seem to use ChatGPT strategically when it aligns with their immediate needs, such as clarifying complex topics or accelerating the completion of assignments under tight deadlines.

Several key benefits were noted by respondents, including efficiency, flexibility, and improved comprehension. These findings mirror prior studies such as Maulana et al. (2023), who found that AI-supported tools can significantly reduce academic workload while enhancing learning speed and content understanding. Students in the present study praised ChatGPT's ability to provide real-time responses, especially in situations where traditional resources were inaccessible. Given the demands on student time, particularly for those balancing coursework, work, and family obligations, ChatGPT emerges as a highly valued supplemental resource.

Importantly, the study uncovered a strong sense of ethical and evaluative awareness among students. A striking 91.1% of respondents reported that they regularly verify ChatGPT’s output using trusted sources such as textbooks, scholarly articles, or search engines. This high level of third-party verification may be driven by several factors: (1) increased digital literacy among students, particularly those in English and Indonesian language education programs; (2) lecturer guidance on academic honesty; and (3) an institutional culture that emphasizes original thinking and source triangulation. This practice reflects a healthy skepticism toward AI-generated content and suggests students are not accepting information blindly but instead are engaging in critical evaluation.

Similarly, the recognition of ethical risks—with 83.4% of students identifying plagiarism as a potential danger of using ChatGPT—demonstrates a growing awareness of academic integrity. This concern reflects findings from Yahya et al. (2024), who warned that as AI becomes more accessible, the boundary between assistance and misconduct becomes increasingly blurred. Yet, the fact that students in this study acknowledge and navigate these boundaries responsibly indicates the emergence of a digitally literate student body that understands both the capabilities and limitations of AI in education.

One particularly insightful finding is that 61.2% of students reported being able to complete academic tasks without ChatGPT. This suggests that AI is not supplanting traditional learning, but rather augmenting it. It also highlights the preservation of essential cognitive skills such as analysis, synthesis, and self-directed learning, which are crucial in higher education. The selective and mindful use of ChatGPT indicates that students are not dependent on the tool, but instead integrate it into broader academic strategies that include traditional reading, note-taking, and group discussions.

Compared to studies conducted in more technologically advanced or urban educational settings—where over-reliance and misuse of AI have been noted (see Nguyen et al., 2023)—this study reveals a more balanced and ethical pattern of use. This could be attributed to the institutional scale, the cultural-academic context, and perhaps a slower, more cautious integration of AI in smaller higher education institutions such as STKIP Muhammadiyah Pagaralam.

Based on these findings, it is recommended that educational institutions take proactive steps to integrate digital literacy and AI ethics into the curriculum. A Digital Literacy and AI Use module could be introduced across study programs, covering topics such as evaluating information sources, ethical use of technology, and understanding the limits of generative AI. Furthermore, institutions should consider establishing clear academic guidelines on the acceptable use of AI in coursework, ensuring that students are supported in making informed decisions about when and how to use tools like ChatGPT.

In conclusion, this study shows that while ChatGPT plays an increasingly significant role in students’ academic experiences, its use is generally balanced, thoughtful, and ethical. Rather than replacing learning, ChatGPT serves as a supportive tool that enhances students’ capacity to understand, complete, and reflect on their academic tasks. The integration of AI in education, when guided by clear ethical standards and supported by digital literacy initiatives, has the potential to enrich learning while preserving the core values of academic integrity and critical thinking.

Conclusion

This study aimed to investigate the utilization of artificial intelligence, specifically ChatGPT, by students of STKIP Muhammadiyah Pagaralam in completing academic assignments. The findings indicate that ChatGPT has become a widely adopted tool, with 95.8% of respondents reporting its use. Most students engage with the tool in moderation—either “sometimes” or “often”—implying that while ChatGPT is valued for its utility, students do not exhibit full dependence on it. This pattern suggests a mindful and strategic adoption of AI tools in academic contexts.

Students primarily benefit from ChatGPT in terms of time efficiency, ease of accessing and understanding complex materials, and 24/7 availability. Notably, they also demonstrate a high degree of ethical awareness. A large majority verify ChatGPT-generated content with other credible sources, and many acknowledge the risk of plagiarism if the tool is used improperly. These practices reflect a critical and responsible approach to integrating AI in academic work, emphasizing that students are not merely passive consumers of AI output but active evaluators of information.

In summary, ChatGPT is perceived not as a substitute for learning but as a complementary tool that enhances academic productivity. It is most often used to assist with writing tasks, sourcing references, or clarifying difficult concepts. The fact that students continue to engage in independent thinking and validation processes underscores that, when used wisely, ChatGPT can enrich rather than undermine the educational experience.

Practical implications of this study suggest that university lecturers and institutional regulators should consider integrating digital literacy, AI ethics, and critical thinking components into the curriculum. Establishing clear guidelines on AI usage in academic tasks and promoting responsible behavior will ensure that tools like ChatGPT serve as enablers of learning, rather than shortcuts that compromise integrity.

For future research, further studies could employ qualitative or experimental methods to explore the long-term cognitive effects of AI-assisted learning, compare usage patterns across different academic disciplines, or assess the role of institutional policy in shaping responsible AI use among students. These follow-up investigations would deepen our understanding of how to optimize the educational impact of AI while safeguarding core academic values.

Acknowledgment

First and foremost, the researcher would like to express sincere gratitude to Allah SWT for His blessings and guidance throughout the completion of this research entitled "The Utilization of ChatGPT in Completing Academic Assignments Among Students of STKIP Muhammadiyah Pagaralam." This research would not have been possible without the support, cooperation, and encouragement of many individuals and institutions.

The researcher wishes to extend heartfelt thanks to the leadership and lecturers of STKIP Muhammadiyah Pagaralam for their valuable guidance, academic support, and the opportunity to conduct this research within the institution. Special appreciation is also directed to all students who willingly participated in filling out the questionnaires and shared their experiences, which became a crucial source of data for this study.

Deepest appreciation goes to the academic advisor for their constructive feedback, encouragement, and insightful suggestions that greatly contributed to the refinement of this work. The researcher also expresses gratitude to family and friends for their unwavering moral support, prayers, and motivation throughout the research process.

Although this study is not without limitations, it is the researcher’s hope that it may provide useful insights for the academic community, particularly in understanding and managing the use of artificial intelligence technologies like ChatGPT in higher education.

References

1. I. Academy, "Pengertian AI dan Sejarah Perkembangan," Indobot Academy, Aug. 22, 2023. [Online]. Available: [https://blog.indobot.co.id/pengertian-ai-dan-sejarah-perkembangan/]
2. S. Amanda, "Utilization of GPT Chat for the Development of Linguistics," JIMPS: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, vol. 8, no. 4, p. 4843, 2023.
3. S. Budiyono, P. Azhari, and M. A. Pamungkas, "Problem Penggunaan (Artificial Intelligence) Dalam Bidang Pendidikan," Jurnal Inovasi dan Pengabdian kepada Masyarakat, vol. 3, no. 2, pp. 660–669, 2024.
4. J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th ed. Thousand Oaks, CA: SAGE Publications, 2014.
5. N. Dehouche, "Plagiarism in the Age of Massive Generative Pre-Trained Transformers (GPT-3)," Ethics in Science and Environmental Politics, vol. 21, pp. 17–23, 2021.
6. M. F. Gafar et al., Jembatan Ilmu: AI dalam Konteks Akademik untuk Masa Depan Pendidikan. Bengkulu: CV Brimedia Global, 2023.
7. Z. Hardiansyah, "Apa Itu ChatGPT: Pengertian, Cara Menggunakan, dan Kegunaannya," Kompas.com, Oct. 1, 2023. [Online]. Available: [https://tekno.kompas.com/read/2023/10/01/13000087/apa-itu-chatgpt--pengertian-cara-menggunakan-dan-kegunaannya]
8. M. R. Hendriyanti, "7 Tips Ampuh Dapat Hasil Terbaik ChatGPT Langsung dari OpenAI," Liputan6.com, Jan. 1, 2024. [Online]. Available: [https://www.liputan6.com/tekno/read/5484116/7-tips-ampuh-dapat-hasil-terbaik-chatgpt-langsung-dari-openai]
9. M. Husnaini and M. L. Madhani, "Perspektif Mahasiswa terhadap ChatGPT dalam Menyelesaikan Tugas Kuliah," Journal of Education Research, vol. 5, no. 3, pp. 2655–2667, 2024.
10. A. Z. Ifani et al., "Analisis Ketergantungan Penggunaan Chat GPT di Kalangan Mahasiswa Menyebabkan Penurunan Kualitas Belajar," SMARTLOCK: Jurnal Sains dan Teknologi, pp. 6–10, 2024.
11. N. Joshi, "7 Types of Artificial Intelligence," Forbes, Jun. 19, 2019. [Online]. Available: [https://www.forbes.com/sites/cognitiveworld/2019/06/19/7-types-of-artificial-intelligence/]
12. A. Komarudin et al., "Peran Artificial Intelligence dalam Pendidikan," APPA: Jurnal Pengabdian kepada Masyarakat, vol. 1, no. 5, p. 384, 2024.
13. M. Lammertyn, "ChatGPT Statistics," Invgate, Sep. 23, 2024. [Online]. Available: [https://blog.invgate.com/chatgpt-statistics]
14. Mahsun, Metode Penelitian Bahasa: Tahapan, Strategi, Metode, dan Tekniknya, 3rd ed. Jakarta: Rajawali Press, 2017.
15. S. R. Maula et al., "Ketergantungan Mahasiswa Universitas Jember terhadap Artificial Intelligence (AI)," ALADALAH: Jurnal Politik, Sosial, Hukum dan Humaniora, pp. 1–13, 2024.
16. M. J. Maulana, C. Darmawan, and Rahmat, "Penggunaan ChatGPT dalam Pendidikan Berdasarkan Perspektif Etika Akademik," JurnalL Bhineka Tunggal Ika, vol. 10, no. 1, pp. 58–66, 2023.
17. K. L. Panjaitan et al., "Pengaruh ChatGPT terhadap Pengerjaan Tugas Kuliah pada Mahasiswa di Era Society 5.0," Stratēgo: Jurnal Manajemen Modern, vol. 6, no. 1, p. 16, 2024.
18. W. Rachbini, T. Evi, and Suyanto, Pengenalan ChatGPT: Tips dan Trik bagi Pemula. Serang: CV AA Rizky, 2023.
19. S. Rahayu, "The Impact of Artificial Intelligence on Education: Opportunities and Challenges," Jurnal Educatio, vol. 9, no. 4, pp. 2132–2140, 2023.
20. F. K. Ramadhan et al., "Pemanfaatan ChatGPT dalam Dunia Pendidikan," Jurnal Ilmiah Flash, vol. 9, no. 1, p. 29, 2023.
21. M. Rosyida, "ChatGPT Adalah," DomaiNesia, Jul. 15, 2023. [Online]. Available: [https://www.domainesia.com/berita/chatgptadalah/]
22. K. Russo, "ChatGPT, AI, Twitter," The New York Times, Dec. 5, 2022. [Online]. Available: [https://www.nytimes.com/2022/12/05/technology/chatgpt-ai-twitter.html]
23. Serdianus and T. Saputra, "Peran Artificial Intelligence ChatGPT dalam Perencanaan Pembelajaran di Era Revolusi Industri 4.0," MASOKAN: Jurnal Ilmu Sosial dan Pendidikan, vol. 2, 2023.
24. Serdianus and T. Saputra, "Peran Artificial Intelligence ChatGPT dalam Perencanaan Pembelajaran di Era Revolusi Industri 4.0," Jurnal Ilmu Sosial dan Pendidikan, vol. 2, 2023.
25. A. Shah, "Applications of ChatGPT in Various Industries," Fusion Informatics, Jun. 28, 2023. [Online]. Available: [https://www.fusioninformatics.com/blog/applications-of-chatgpt-in-various-industries/]
26. A. V. Sinaga, "Peran Teknologi dalam Pembelajaran untuk Membentuk Karakter dan Skill Peserta Didik Abad 21," Journal on Education, vol. 6, no. 1, pp. 2836–2846, 2023.
27. L. P. Sinambela, Metodologi Penelitian Kuantitatif. Yogyakarta: Graha Ilmu, 2014.
28. W. Suharwaman, "Pemanfaatan Chat GPT dalam Dunia Pendidikan," Education Journal: Journal Education Research and Development, vol. 7, no. 2, pp. 158–166, 2023.
29. Supriandi, "Pengembangan Keterampilan Kritis dan Kreatif melalui Pendidikan Berbasis Masalah: Pendekatan Praktis di Kelas," Jurnal Pendidikan West Science, pp. 316–327, 2023.
30. I. A. Surya and N. L. Moramowati, "Efektivitas Penggunaan Teknologi dalam Pendidikan terhadap Kinerja Akademik," Metta: Jurnal Ilmu Multidisiplin, vol. 3, no. 4, pp. 531–545, 2023.
31. S. A. Syuhada et al., "Dampak AI pada Proses Belajar Mengajar di Era Digital," APPA: Jurnal Pengabdian kepada Masyarakat, 2024.
32. A. Tandon and S. Soni, Introduction to Artificial Intelligence Using Python. India: Book Bazooka Publication, 2020.
33. L. P. Tjahyanti, P. S. Saputra, and M. S. Gitakarma, "Peran Artificial Intelligence (AI) untuk Mendukung Pembelajaran di Masa Pandemi COVID-19," Jurnal Komputer dan Teknologi Sains (KOMTEKS), vol. 1, no. 1, pp. 15–21, 2022.
34. W. C. M.-G. et al., "Development and Validation of a Scale for Dependence on Artificial Intelligence in University Students," Frontiers in Education, pp. 1–7, 2024.
35. R. N. Yahya, S. N. Azizah, and Y. T. Herlambang, "Pemanfaatan ChatGPT di Kalangan Mahasiswa: Sebuah Tinjauan Etika Teknologi dalam Perspektif Filsafat," UPGRADE: Jurnal Pendidikan Teknologi Informasi, vol. 1, no. 2, pp. 53–59, 2024.
36. E. Yunarzat, S. C. Sida, and Kasman, "Pengaruh Penggunaan ChatGPT terhadap Motivasi Belajar Siswa di Sekolah Menengah Kejuruan," Edukatif: Jurnal Ilmu Pendidikan, vol. 6, no. 2, pp. 1607–1626, 2024.