Pengaruh Intensitas Penggunaan AI terhadap Prestasi Akademik Mahasiswa PAI melalui Berpikir Kritis dan Self-Regulated Learning
Abstract
The development of Artificial Intelligence (AI) in higher education has influenced the way students acquire information and engage in the learning process. This study aims to analyze the effect of the intensity of AI use on the academic achievement of Islamic Religious Education (PAI) students, while also examining the role of critical thinking skills and self-regulated learning as mediating variables. This study employs a quantitative approach with a non-experimental correlational design. A total of 107 PAI students were selected as the sample using probability sampling. The research data were analyzed using path analysis and regression-based mediation testing with the aid of IBM SPSS. The results indicate that the intensity of AI use has a positive and significant effect on critical thinking skills, self-regulated learning, and the academic achievement of PAI students. Critical thinking skills and self-regulated learning also show a positive relationship with academic achievement and act as mediators in the relationship between AI use and academic achievement. The mediating effect of critical thinking skills was found to be stronger than that of self-regulated learning. These findings indicate that AI’s contribution to improved academic achievement is not solely related to the intensity of AI use but also to students’ ability to critically evaluate information and independently manage their learning process. These findings suggest that AI’s contribution to improved academic performance is not solely related to the intensity of AI use, but also to students’ ability to critically evaluate information and independently manage their learning process. The results of this study can serve as an empirical foundation for the development of AI-based Islamic Education (PAI) instruction that not only leverages technology but also fosters the development of students’ critical thinking skills, self-regulation, and academic achievement.
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