PENGARUH PEMBELAJARAN SPREADSHEET BERBASIS CHAT GENERATIVE PRETRAINED TRANSFORMER TERHADAP KETERAMPILAN BERPIKIR KOMPUTASI SISWA AKUNTANSI
Keywords:
Chatgpt Usage, Computational Thinking Skills, Spreadsheets
Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan ChatGPT terhadap keterampilan berpikir komputasi siswa akuntansi. Penelitian ini merupakan penelitian kuasi eksperimen. Populasi dalam penelitian ini adalah siswa kelas XI Akuntansi dan Keuangan Lembaga SMK sebanyak 107 siswa. Sampel yang dipilih menggunakan teknik pengumpulan cluster random sampling yaitu sebanyak 60 siswa. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuantitatif. Pengumpulan data dilakukan dengan Tes. Teknik analisis data menggunakan analisis statistik deskriptif dan uji independent sample t-test yang diolah menggunakan program IBM SPSS versi 29.0. Hasil penelitian menunjukkan bahwa terdapat pengaruh penggunaan ChatGPT terhadap keterampilan berpikir komputasi siswa akuntansi. Hal ini dibuktikan oleh hasil uji-t dengan t hitung 2,67 > t tabel(dk 58) 2,00 dan sig 0,01 < 0,05.
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Choi, E. P. H., Lee, J. J., Ho, M. H., Kwok, J. Y. Y., & Lok, K. Y. W. (2023). Chatting or cheating? The impacts of ChatGPT and other artificial intelligence language models on nurse education. Nurse Education Today, 125(February). https://doi.org/10.1016/j.nedt.2023.105796
Dohn, N. B., Kafai, Y., Mørch, A., & Ragni, M. (2022). Survey: Artificial Intelligence, Computational Thinking and Learning. KI - Kunstliche Intelligenz, 36(1), 5–16. https://doi.org/10.1007/s13218-021-00751-5
Gero, A., & Levin, I. (2019). Computational thinking and constructionism: Creating difference equations in spreadsheets. International Journal of Mathematical Education in Science and Technology, 50(5), 779–787. https://doi.org/10.1080/0020739X.2018.1501827
Huang, X., & Qiao, C. (2024). Enhancing Computational Thinking Skills Through Artificial Intelligence Education at a STEAM High School. Science and Education, 33(2), 383–403. https://doi.org/10.1007/s11191-022-00392-6
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115
Khorshidi, H., Mohammadi, A., Yousem, D. M., Abolghasemi, J., Ansari, G., Mirza-Aghazadeh-Attari, M., Acharya, U. R., & Abbasian Ardakani, A. (2023). Application of ChatGPT in multilingual medical education: How does ChatGPT fare in 2023’s Iranian residency entrance examination. Informatics in Medicine Unlocked, 41(June), 101314. https://doi.org/10.1016/j.imu.2023.101314
Liao, J., Zhong, L., Zhe, L., Xu, H., Liu, M., & Xie, T. (2024). Scaffolding Computational Thinking with ChatGPT. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2024.3392896
Mendikbud. (2018). Permendikbud No. 34 Tahun 2018 tentang Standar Nasional Pendidikan SMK/MAK. 1–1369.
Muchsini, B., Siswandari, Gunarhadi, & Wiranto. (2023). Promoting college students’ computational thinking: the use of constructionism-based accounting spreadsheets designing activities. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2222866
Mustafa, M. (2023). Aktivitas Siswa dalam Memecahkan Masalah Matematika dengan Berpikir Komputasi Berbantuan Chat-GPT. Mathema: Jurnal Pendidikan, 5(2), 283–298.
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Orru, G., & Longo, L. (2019). The Evolution of Cognitive Load Theory and the Measurement of Its Intrinsic, Extraneous and Germane Loads: A Review. Communications in Computer and Information Science, 1012, 23–48. https://doi.org/10.1007/978-3-030-14273-5_3
Strzelecki, A. (2023). To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2209881
Sukarelawa, M. I., Pd, M., Toni, K., Indratno, M., Pd, S., Suci, M., Ayu, S., & Km, M. P. H. (2024). N-Gain vs Stacking.
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Swezller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. In Laming and Insbuction (Vol. 4).
Yilmaz, R., & Yilmaz, F. G. K. (2023a). The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy and motivation. Computers and Education: Artificial Intelligence, 4(April), 100147. https://doi.org/10.1016/j.caeai.2023.100147
Yilmaz, R., & Yilmaz, F. G. K. (2023b). The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy and motivation. Computers and Education: Artificial Intelligence, 4(April), 100147. https://doi.org/10.1016/j.caeai.2023.100147
Yohanes, B., & Yusuf, F. I. (2021). Teori beban kognitif: peta kognitif dalam pemecahan masalah pada matematika sekolah. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(4), 2215. https://doi.org/10.24127/ajpm.v10i4.4033
Published
2024-10-01
Section
Articles
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