Pengaruh Keterlibatan Siswa, Penggunaan ChatGPT, dan Integritas Akademik terhadap Prestasi Ekonomi Bisnis
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Agata Yunita Zebua(1*)
Universitas Negeri Padang
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Armiati Armiati(2)
Universitas Negeri Padang
(*) Corresponding Author
Keywords:
ChatGpt, Integritas Akademik, Prestasi Akademik, Keterlibatan Siswa
Abstract
Tujuan – Penelitian ini bertujuan menganalisis hubungan keterlibatan siswa, penggunaan ChatGPT, dan integritas akademik dengan prestasi akademik pada mata pelajaran Ekonomi Bisnis siswa kelas XI dan XII MPLB SMK Negeri 1 Lumut.
Metodologi – Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif. Dari populasi 192 siswa, sebanyak 130 siswa dipilih melalui proportionate stratified random sampling. Data dikumpulkan menggunakan angket dan dokumentasi nilai UAS, kemudian dianalisis dengan regresi linier berganda, uji t, uji F, dan koefisien determinasi menggunakan SPSS.
Temuan – Keterlibatan siswa berhubungan negatif dan signifikan dengan prestasi akademik (B = −0,338; p = 0,005). Penggunaan ChatGPT berhubungan positif tetapi tidak signifikan (B = 0,064; p = 0,503), sedangkan integritas akademik berhubungan positif dan signifikan (B = 0,217; p = 0,027). Ketiga variabel secara simultan berhubungan signifikan dengan prestasi akademik (p = 0,048), namun kemampuan penjelasan model rendah (Adjusted R Square = 0,038).
Implikasi – Penelitian dilakukan pada satu sekolah dan menggunakan desain observasional, sehingga temuan tidak membuktikan sebab-akibat dan generalisasinya terbatas.
Orisinalitas/Nilai– Guru perlu mendorong keterlibatan belajar yang bermakna, mengarahkan penggunaan ChatGPT secara bertanggung jawab, dan memperkuat integritas akademik.
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References
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Saqr, M., López-Pernas, S., Helske, S., & Hrastinski, S. (2023). The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study. Computers & Education, 199, 104787. https://doi.org/https://doi.org/10.1016/j.compedu.2023.104787
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Wong, Z. Y., Liem, G. A. D., Chan, M., & Datu, J. A. D. (2024). Student Engagement and Its Association With Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis. Journal of Educational Psychology, 116(1), 48–75. https://doi.org/10.1037/edu0000833
Zen, Z. (2022). Academic achievement: The effect of project-based online learning method and student engagement. Heliyon, 8(11), e11509. https://doi.org/10.1016/j.heliyon.2022.e11509
Zhang, P., & Tur, G. (2024). A systematic review of ChatGPT use in K-12 education. European Journal of Education, 59(2), e12599. https://doi.org/https://doi.org/10.1111/ejed.12599
Zhao, L., Mao, H., Compton, B. J., Peng, J., Fu, G., Fang, F., Heyman, G. D., & Lee, K. (2022). Academic dishonesty and its relations to peer cheating and culture : A meta-analysis of the perceived peer cheating effect. Educational Research Review, 36(June 2021), 100455. https://doi.org/10.1016/j.edurev.2022.100455
Benson, L., & Enstroem, R. (2023). A model for preventing academic misconduct: evidence from a large-scale intervention. International Journal for Educational Integrity, 19(1), 1–17. https://doi.org/10.1007/s40979-023-00147-y
Bertram Gallant, T. (2021). Academic integrity in the twenty-first century: A teaching and learning imperative. Jossey-Bass.
Chaffin, T. D., Luthans, B. C., & Luthans, K. W. (2023). Integrity, positive psychological capital and academic performance. Journal of Management Development, 42(2), 93–105. https://doi.org/10.1108/JMD-07-2022-0162
Costa, A., Moreira, D., Casanova, J., Azevedo, Â., Gonçalves, A., Oliveira, Í., Azevedo, R., & Dias, P. C. (2024). Determinants of academic achievement from the middle to secondary school education: A systematic review. Social Psychology of Education, 27(6), 3533–3572. https://doi.org/10.1007/s11218-024-09941-z
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 60(6), 1–12. https://doi.org/10.1080/14703297.2023.2190148
Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers & Education, 227, 105224. https://doi.org/https://doi.org/10.1016/j.compedu.2024.105224
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (2019). Handbook of Student Engagement Interventions: Working with Disengaged Students. Academic Press.
Iman, N. S. (2024). Integritas Akademik dan Religiusitas. 2, 306–312.
Islamiyah, & Hikmah, U. (2026). EFFICIENCY OVER LEARNING : A QUALITATIVE STUDY OF CHATGPT USE AND ACADEMIC INTEGRITY AMONG JUNIOR HIGH SCHOOL STUDENTS IN INDONESIA. 14(2), 365–376.
Johnson, S. N., & Gallagher, E. D. (2021). An early exploration of undergraduate student definitions of learning, memorizing, studying, and understanding. Advances in Physiology Education, 45(2), 342–352. https://doi.org/10.1152/advan.00082.2020
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/https://doi.org/10.1016/j.lindif.2023.102274
Liu. (2024). The relationship between student engagement and academic achievement. Frontiers in Psychology, 15, 1447825. https://doi.org/10.3389/fpsyg.2024.1447825
Liu, Z., Zuo, H., & Lu, Y. (2025). The Impact of ChatGPT on Students’ Academic Achievement: A Meta-Analysis. Journal of Computer Assisted Learning, 41(4), e70096. https://doi.org/https://doi.org/10.1111/jcal.70096
McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2021). Cheating in college: Why students do it and what educators can do about it. Johns Hopkins University Press.
Okunuki, A., & Kashimura, Y. (2024). Student Engagement and Academic Achievement in Second Language Learning: JACET Journal, 68, 71–90. https://doi.org/10.32234/jacetjournal.68.0_71
Ossai, M. C., Ethe, N., Edougha, D. E., & Okeh, O. D. (2023). Academic integrity during examinations, age and gender as predictors of academic performance among high school students. International Journal of Educational Development, 100, 102811. https://doi.org/https://doi.org/10.1016/j.ijedudev.2023.102811
Reeve, J., Basarkod, G., Jang, H. R., Gargurevich, R., Jang, H., & Cheon, S. H. (2025). Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis. In Educational Psychology Review (Vol. 37, Number 1). Springer US. https://doi.org/10.1007/s10648-025-09989-z
Saif, N., Khan, S. U., Shaheen, I., ALotaibi, F. A., Alnfiai, M. M., & Arif, M. (2024). Chat-GPT; validating Technology Acceptance Model (TAM) in education sector via ubiquitous learning mechanism. Computers in Human Behavior, 154, 108097.
Saqr, M., López-Pernas, S., Helske, S., & Hrastinski, S. (2023). The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study. Computers & Education, 199, 104787. https://doi.org/https://doi.org/10.1016/j.compedu.2023.104787
Slameto. (2020). Belajar dan Faktor-Faktor yang Mempengaruhinya. Rineka Cipta.
Syah, M. (2020). Psikologi Pendidikan dengan Pendekatan Baru. Remaja Rosdakarya.
Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: a meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168
Uno, H. B. (2021). Teori Motivasi dan Pengukurannya. Bumi Aksara.
Winarno, & Ashari. (2022). Perkembangan teknologi pendidikan dan pengaruhnya terhadap pembelajaran digital. Jurnal Pendidikan Teknologi, 15(2), 120–130.
Wong, Z. Y., Liem, G. A. D., Chan, M., & Datu, J. A. D. (2024). Student Engagement and Its Association With Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis. Journal of Educational Psychology, 116(1), 48–75. https://doi.org/10.1037/edu0000833
Zen, Z. (2022). Academic achievement: The effect of project-based online learning method and student engagement. Heliyon, 8(11), e11509. https://doi.org/10.1016/j.heliyon.2022.e11509
Zhang, P., & Tur, G. (2024). A systematic review of ChatGPT use in K-12 education. European Journal of Education, 59(2), e12599. https://doi.org/https://doi.org/10.1111/ejed.12599
Zhao, L., Mao, H., Compton, B. J., Peng, J., Fu, G., Fang, F., Heyman, G. D., & Lee, K. (2022). Academic dishonesty and its relations to peer cheating and culture : A meta-analysis of the perceived peer cheating effect. Educational Research Review, 36(June 2021), 100455. https://doi.org/10.1016/j.edurev.2022.100455
Published
2026-10-31
How to Cite
Zebua, A., & Armiati, A. (2026). Pengaruh Keterlibatan Siswa, Penggunaan ChatGPT, dan Integritas Akademik terhadap Prestasi Ekonomi Bisnis. Journal Economic Education, Business and Accounting, 5(2), 667-687. https://doi.org/10.35508/jeeba.v5i2.30156
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Articles
