Undergraduate students in the
Chemistry Education program at Universitas Negeri Makassar are increasingly
relying on generative artificial intelligence (AI) to manage their academic
workloads, from preparing for lectures to completing course assignments. This
study, published in the Journal of Educational Analytics (JEDA) in May
2026 by Munawwarah and Faathir Almur, examines how this reliance influences
classroom learning dynamics. The findings are significant as they indicate that
while AI offers academic support, its misuse without proper verification poses
risks to critical thinking and academic integrity.
The Phenomenon of AI
Dependence in Education
The widespread availability of
generative AI tools like ChatGPT has fundamentally altered how students
interact with academic material. Students now frequently use these tools as
primary sources for generating ideas, summarizing information, and obtaining
instant explanations for complex chemistry concepts. Munawwarah and Almur
highlight that while these tools provide convenience, excessive reliance may
lead to a decrease in active engagement, critical thinking, and independent
problem-solving skills.
Methodology
The researchers utilized a
mixed-methods embedded survey design, gathering data from 40 undergraduate
students in the Chemistry Education program at Universitas Negeri Makassar over
one semester. The study employed a questionnaire that integrated Likert-scale
measures with open-ended questions to capture both the extent of AI dependence
and the nuanced experiences of the students. The collected data underwent
descriptive statistics, correlation, regression, and thematic analysis to
identify the relationship between AI usage patterns, literacy, and learning
outcomes.
Key Findings: The
Critical Role of AI Literacy
The study demonstrates that the
impact of generative AI on learning is not binary; rather, it depends heavily
on the student's ability to engage with the technology responsibly. Important
findings include:
- · Positive Learning Outcomes: Students reported that generative AI is beneficial for clarifying complex chemistry concepts and organizing academic work when used as a cognitive scaffold.
- · The Power of Literacy: AI literacy and ethical practices emerged as the strongest predictors of positive learning outcomes. Students who possess high AI literacy and actively verify AI-generated information report better academic performance and lower risks of academic dishonesty.
- · Usage Context: AI is most heavily utilized during classroom activities and for completing assignments, suggesting that it has become an integrated part of the real-time learning process.
Implications for
Educational Policy
Munawwarah and Almur emphasize
that banning generative AI is not a viable solution. Instead, they recommend
that higher education institutions prioritize the development of AI literacy as
a core academic competency. Educators are encouraged to establish clear
guidelines on acceptable AI usage and to design classroom activities that
challenge students to critically evaluate, cross-check, and verify AI-generated
outputs. By fostering these reflective learning strategies, universities can
effectively leverage AI to enhance meaningful education while minimizing the
risks of superficial learning.
Author Profiles:
- Munawwarah - Universitas Negeri Makassar.
- Faathir Almur - Universitas Negeri Makassar.
Source:
Munawwarah, & Almur, F. (2026). Student Dependence on Generative AI and Its Impact on Classroom Learning: A Mixed-Methods Study in Chemistry Education. Journal of Educational Analytics (JEDA), 5(2), 375-390.
DOI: https://doi.org/10.55927/jeda.v5i2.1
URL: https://journaljeda.my.id/index.php/jeda
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