PENGARUH PENGGUNAAN ARTIFICIAL INTELLIGENCE (AI) DAN EFIKASI DIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA MPLB SMK MAHARDHIKA SURABAYA
DOI:
https://doi.org/10.23969/jp.v11i03.61149Keywords:
Artificial Intelligence (AI), self-efficacy, critical thinking skillsAbstract
Critical thinking is an essential competency for vocational students, yet the rapid adoption of artificial intelligence in learning may erode it when it is not balanced by adequate self-belief. This study aims to analyze the effect of Artificial Intelligence (AI) use and self-efficacy on the critical thinking skills of Office Management and Business Services (MPLB) students at SMK Mahardhika Surabaya, both partially and simultaneously. A quantitative approach with an explanatory research design was employed. From a population of 252 students, a sample of 155 was drawn using the Slovin formula through a proportionate stratified random sampling technique. Data were collected through Likert-scale questionnaires and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS version 4.0. The results show that: (1) AI use has a positive and significant effect on critical thinking, although its contribution is relatively weak; (2) self-efficacy has a positive and significant effect and is the most dominant factor; and (3) both variables simultaneously have a significant effect, explaining 53.6% of the variance in students' critical thinking, while the remaining 46.4% is attributable to other variables outside the model. These findings indicate that students' critical thinking is determined more by self-belief than by the use of AI technology, so that strengthening self-efficacy needs to be accompanied by the wise and reflective use of AI. Students are encouraged to cultivate self-efficacy and use AI reflectively, and future research is advised to add other variables and focus on specific subjects.
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Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. In Self-efficacy beliefs of adolescents (Vol. 84, Issue 2, pp. 307–337).
Çela, E., Fonkam, M. M., & Potluri, R. M. (2024). Risks of AI-Assisted Learning on Student Critical Thinking. International Journal of Risk and Contingency Management, 12(1), 1–19. https://doi.org/10.4018/ijrcm.350185
Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15(1), 1–28. https://doi.org/10.3390/soc15010006
Ginsburg, H. P., & Opper, S. (2016). Piaget ’ s Theory of Intellectual Development (Issue 1988). International Psychotherapy Institute.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling ( PLS-SEM ). Sage Publications.
Hari, L. V., Zanthy, L. S., & Hendriana, H. (2018). Hasil analisis menunjukkan bahwa terdapat hubungan yang signifikan antara self-efficacy siswa dengan kemampuan berpikir kritis matematis siswa dan pengaruh self- efficacy terhadap kemampuan berpikir kritis siswa SMK kelas XI negatif yaitu sebesar 19,89% s. Jurnal Pembelajaran Matematika Inovatif, 1(3), 435–444. https://doi.org/10.22460/jpmi.v1i3.435-444
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