Hubungan Intensitas Penggunaan Artificial Intelligence dengan Motivasi Belajar Siswa pada Mata Pelajaran Informatika

Zaskia Fitri Ramadhani; Fitra Ramadhan Akbar; Sugiran Sugiran; Yusrizal Yusrizal

doi:10.36312/educatoria.v6i4.1766

Authors

Zaskia Fitri Ramadhani Program Studi Pendidikan Teknologi Informasi, Sekolah Tinggi Keguruan dan Ilmu Pendidikan Amal Bakti, Jalan Veteran Nomor 35, Deli Serdang, Sumatera Utara 20241, Indonesia
Fitra Ramadhan Akbar Program Studi Pendidikan Teknologi Informasi, Sekolah Tinggi Keguruan dan Ilmu Pendidikan Amal Bakti, Jalan Veteran Nomor 35, Deli Serdang, Sumatera Utara 20241, Indonesia
Sugiran Sugiran Program Studi Pendidikan Teknologi Informasi, Sekolah Tinggi Keguruan dan Ilmu Pendidikan Amal Bakti, Jalan Veteran Nomor 35, Deli Serdang, Sumatera Utara 20241, Indonesia
Yusrizal Yusrizal Program Studi Pendidikan Teknologi Informasi, Sekolah Tinggi Keguruan dan Ilmu Pendidikan Amal Bakti, Jalan Veteran Nomor 35, Deli Serdang, Sumatera Utara 20241, Indonesia

DOI:

https://doi.org/10.36312/educatoria.v6i4.1766

Keywords:

Artificial Intelligence, Informatics, Artificial Intelligence Usage Intensity, Learning Motivation, Vocational High School Students

Abstract

This study is motivated by the increasing use of Artificial Intelligence in informatics education, as well as variations in the intensity of Artificial Intelligence usage and student learning motivation. These conditions highlight the importance of obtaining empirical evidence regarding the relationship between the intensity of Artificial Intelligence usage and learning motivation within the context of vocational education. The objective of this study is to analyze the relationship between the intensity of Artificial Intelligence usage and student learning motivation in the informatics subject at SMK PAB 2 Helvetia. The study employs a quantitative approach using a correlational method. The population consists of 36 Grade X students from the Software Engineering (RPL) specialization, with a sample of 20 students selected via simple random sampling. Data were collected using Likert scales comprising 25 statements for the Artificial Intelligence usage intensity variable and 25 statements for the learning motivation variable. Analysis included descriptive statistics, the Shapiro-Wilk normality test, Pearson Product Moment correlation, and the coefficient of determination using IBM SPSS Statistics version 25. Research findings indicate that both variables exhibit a normal distribution. Correlation analysis yielded a coefficient of 0.693 with a significance level of 0.001 (< 0.05), demonstrating a positive and significant relationship between the intensity of Artificial Intelligence usage and learning motivation. An R² value of 0.480 indicates that 48.0% of the variation in learning motivation scores is associated with the variation in Artificial Intelligence usage intensity scores within the analysis model, while 52.0% is attributed to other factors not analyzed in this study. This study provides empirical evidence that the intensity of Artificial Intelligence usage is strongly correlated with student motivation in informatics learning. In other words, the findings can assist teachers in integrating Artificial Intelligence as a targeted learning aid while fostering independence, understanding, and responsible use of the technology.

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