From Conversation To Competence: Analysis Of The Influence Of Using ChatGPT And Learning Motivation In Increasing Self-Directed Learning

Abstract

This study focuses on how ChatGPT and learning motivation affect students' self-directed learning (SDL). This research uses multiple regression analysis methods. The sampling technique used convenience sampling with 98 respondents who were undergraduate, master's, and doctoral students and had used ChatGPT for learning at least 1 (one) time. The research results show a significant and positive influence of ChatGPT and learning motivation on SDL, with a significance value of .00. The use of ChatGPT and learning motivation influence SDL by 75.7%. In comparison, the other 25% is influenced by other factors such as teacher influence, learning environment, metacognitive abilities, critical thinking abilities, and access to educational resources. If we look at the influence per variable, ChatGPT influences SDL by 31.2%, and Learning Motivation influences SDL by 44.3%. It can be concluded that Learning Motivation has a more significant influence on SDL than ChatGPT. These findings contribute new insights to the existing knowledge on the role of artificial intelligence and learning motivation in supporting student self-directed learning.

Keywords

• artificial intelligence (ai)
• learning motivation
• self-directed learning
• the use of chatgpt