Peningkatan Kemampuan Self-regulation Mahasiswa melalui Implementasi FLip Learning Berbantuan ChatGPT
DOI:
https://doi.org/10.36312/vj7e9383Keywords:
Self-regulation, FLip Learning, ChatGPT, Efektifitas, pembelajaranAbstract
Kemampuan self-regulation merupakan kemampuan yang penting dalam pembelajaran abad ke-21, tetapi kemampuan self-regulation mahasiswa masih rendah. Penelitian ini bertujuan untuk menguji efektivitas integrasi ChatGPT dalam implementasi pendekatan Flip Learning (FL) untuk melatihkan kemampuan self-regulation mahasiswa. Penelitian ini dilakukan di STKIP PGRI Bangkalan Indonesia. Metode yang digunakan kuantitatif dengan pendekatan kuasi-eksperimen dengan desain penelitian menggunakan one group pretest posttest design pada kelompok tunggal dengan kelas replikasi tanpa menggunakan kelas kontrol. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Guru Sekolah Dasar Semester Ganjil Tahun Akademik 2025/2026 kelas A dan kelas B masing-masing kelas 16 mahasiswa. Hasil penelitian menunjukkan bahwa integrasi ChatGPT dalam implementasi pendekatan FL efektif melatihkan kemampuan self-regulation mahasiswa. Hasil uji N Gain menunjukkan bahwa KBK mahasiswa meningkat pada kedua kelas dengan rata-rata N Gain kelas A sebesar 0,42 dan kelas B sebesar 0,57 dengan kategori sedang. Hasil uji hipotesis menghasilkan nilai signifikansi atau Asymp. Sig. (2-tailed) 0,22 > 0,05, sehingga Ho diterima, yang menunjukkan kemampuan self-regulation mahasiswa meningkat signifikan secara statistik pada taraf signifikansi 5% setelah integrasi ChatGPT dalam implementasi pendekatan FL dengan rata-rata N Gain minimal pada kategori sedang dan tidak ada berbeda pada dua kelas. Integrasi ChatGPT dalam pembelajaran FL merupakan inovasi dalam pembelajaran abad ke-21. Temuan ini memperkuat pendekatan FL berbasis Artificial Intelligence dan berkontribusi bagi dosen merancang pembelajaran mandiri.
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