Pengaruh Efikasi Diri, Optimisme, dan Kompetensi Penggunaan AI pada Kemampuan Pembelajaran Mandiri Siswa Generasi Z
DOI:
https://doi.org/10.31980/petik.v11i1.2170Keywords:
kemandirian belajar, Mobile Learning, generasi ZAbstract
Abstrak
Kemandirian belajar merupakan salah satu kompetensi penting yang dapat mendukung pebelajar dalam menghadapi tantangan pembelajaran di era digital. Mobile learning telah menjadi pendekatan pembelajaran yang dapat mempromosikan kemandirian belajar, namun keberhasilannya dipengaruhi oleh faktor internal pebelajar seperti efikasi diri, optimisme, dan kompetensi teknologi. Penelitian ini bertujuan untuk menganalisis pengaruh efikasi diri, optimisme, dan kompetensi dalam menggunakan kecerdasan buatan terhadap kemandirian belajar generasi Z. Penelitian dilakukan dengan pendekatan kuantitatif menggunakan metode survei terhadap sekelompok siswa SMA di Malang. Data dikumpulkan menggunakan angket dengan skala Likert dan dianalisis melalui regresi linear berganda. Hasil penelitian menunjukkan bahwa secara parsial maupun simultan, efikasi diri, optimisme, dan kompetensi penggunaan kecerdasan buatan tidak memberikan pengaruh yang signifikan terhadap kemandirian belajar. Tingkat kontribusi variabel-variabel tersebut tergolong rendah, di mana sebagian besar variabilitas kemandirian belajar dipengaruhi oleh faktor lain di luar penelitian ini. Temuan ini mengindikasikan bahwa penerapan mobile learning membutuhkan pendekatan yang lebih komprehensif, termasuk memperhatikan faktor-faktor eksternal seperti dukungan institusi dan kesiapan teknologi.
Kata Kunci: kemandirian belajar, mobile learning, generasi Z
Abstract
Self-directed learning is a crucial competency that supports learners in overcoming challenges in the digital era. Mobile learning has emerged as an educational approach that promotes self-directed learning, but its effectiveness is influenced by internal factors such as self-efficacy, optimism, and technological competence. This study aims to analyze the influence of self-efficacy, optimism, and artificial intelligence competence on the self- directed learning of Generation Z. The research employed a quantitative approach with a survey method involving a group of high school students in Malang. Data were collected using a Likert-scale questionnaire and analyzed using multiple linear regression. The findings indicate that self-efficacy, optimism, and artificial intelligence competence, both individually and collectively, do not significantly influence self- directed learning. The contribution level of these variables is relatively low, with most of the variability in self- directed learning being affected by other factors beyond this study. These results suggest that the implementation of mobile learning requires a more comprehensive approach, including consideration of external factors such as institutional support and technological readiness.
Keyword: self-directed learning, mobile learning, Generation Z
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