Retno Lestari, Heni Dwi Windarwati, Ni Nyoman Reghita Krisanthi, Linda Wahyuningrum, Pramudita Bhanuwati

Peranan Kecerdasan Buatan (Artificial Intelligence) sebagai Media Pembelajaran dalam Meningkatkan Kualitas Artikel Ilmiah

Introduction

Peranan kecerdasan buatan (artificial intelligence) sebagai media pembelajaran dalam meningkatkan kualitas artikel ilmiah. Evaluasi efektivitas pelatihan AI sebagai media pembelajaran untuk meningkatkan kualitas artikel ilmiah mahasiswa. Temukan bagaimana AI membantu penulisan, penyuntingan, dan deteksi plagiarisme.

Abstract

Kecerdasan buatan (AI) berpotensi meningkatkan kualitas artikel ilmiah yang dihasilkan oleh mahasiswa secara signifikan. Dengan memanfaatkan perangkat AI, mahasiswa dapat menerima bantuan di berbagai tahap proses penulisan, mulai dari bertukar pikiran dan mengatur ide hingga menyusun dan mengedit tulisan mereka. Penelitian ini mengevaluasi efektivitas pelatihan berbasis kecerdasan buatan (AI) dalam meningkatkan kualitas artikel ilmiah mahasiswa. Desain pre eksperimen digunakan pada 37 mahasiswa yang dipilih secara purposive sampling dan mengikuti tiga tahap intervensi: (1) edukasi penggunaan AI, (2) pelatihan interaktif dengan alat?alat AI (mis. penulisan, penyuntingan, pemeriksaan plagiarisme), serta (3) evaluasi artikel ilmiah hasil kerja peserta. Sebelum dan sesudah intervensi, masing?masing peserta mengisi kuesioner pre?test dan post?test yang mengukur pemahaman serta kemampuan penerapan AI dalam proses penulisan. Rata?rata skor pre?test tercatat 14,31?±?2,07, sedangkan post?test meningkat menjadi 14,67?±?0,59. Analisis non?parametrik Wilcoxon signed?rank test menghasilkan nilai statistik W?=?38,5 dengan p?=?0,606 (??=?0,05), sehingga tidak terdapat perbedaan signifikan secara statistik antara skor pre? dan post?test. Meskipun perbedaan tidak signifikan, tren kenaikan skor menunjukkan bahwa paparan terhadap AI dapat mendukung proses penulisan—misalnya dalam identifikasi kesalahan tata bahasa, perbaikan struktur kalimat, serta penyediaan literatur relevan. Temuan ini selaras dengan literatur terkini yang melaporkan manfaat AI pada aspek teknis penulisan namun menekankan variabilitas individu dan pentingnya integrasi etika serta umpan balik personalisasi untuk mencapai dampak yang terdeteksi secara statistik. Dengan demikian, pelatihan AI memiliki potensi memperbaiki kualitas artikel ilmiah mahasiswa, tetapi diperlukan desain intervensi yang lebih intensif dan berkelanjutan serta penekanan pada evaluasi kritis dan etika penggunaan AI.

Review

This study investigates the potential of Artificial Intelligence (AI) as a learning medium to enhance the quality of scientific articles produced by university students. Employing a pre-experimental design, the research involved 37 students selected via purposive sampling, undergoing a three-stage intervention that included education on AI use, interactive training with various AI tools for writing and editing, and subsequent evaluation of their scientific articles. The core objective was to assess the effectiveness of AI-based training in improving students' article quality, measured through pre- and post-test questionnaires concerning their understanding and application of AI in the writing process. Despite an observed slight increase in average scores from 14.31 ± 2.07 in the pre-test to 14.67 ± 0.59 in the post-test, the Wilcoxon signed-rank test indicated no statistically significant difference (p = 0.606, α = 0.05). The paper addresses a highly relevant and contemporary issue, given the increasing integration of AI into academic and educational contexts. Its strength lies in its practical approach, directly engaging students with AI tools for common writing challenges such as grammar correction, sentence structure improvement, and literature identification. Although the statistical analysis did not yield significant results, the reported upward trend in scores suggests a positive, albeit subtle, impact of AI exposure on writing processes. This aligns with existing literature that acknowledges AI's utility in the technical aspects of writing, providing a foundation for further exploration into how these tools can support students in developing their scientific articles. While the study offers valuable insights, the lack of statistical significance in the primary outcome warrants careful consideration. This could be attributed to several factors, including the sample size, the duration or intensity of the intervention, or the sensitivity of the questionnaire used to measure improvement. The authors astutely recognize these limitations, emphasizing the need for more intensive and sustained intervention designs, along with a stronger focus on ethical considerations and critical evaluation of AI-generated content. Future research would benefit from incorporating a control group, a larger sample size, and potentially more direct measures of article quality (e.g., rubric-based assessment by expert reviewers) beyond self-reported understanding, to more robustly ascertain the causal impact of AI training on the quality of scientific writing and differentiate between perceived benefits and actual improvements in writing proficiency.

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