Hubungan Sikap terhadap ChatGPT dengan Self-Regulated Learning pada Siswa SMA Kota Medan

Abstract

This study aims to examine the relationship between attitudes toward ChatGPT and self-regulated learning among senior high school students in Medan City. Attitude is defined as a mental mechanism that evaluates, shapes perspectives, influences emotions, and determines behavioral tendencies. Self-regulated learning is the process of systematically activating and directing one’s cognition, behavior, and emotions toward learning goals. ChatGPT is a chatbot, a computer program in the form of a virtual robot that simulates human-like conversations. This research employed a quantitative method with a correlational approach, using Spearman analysis technique due to non-normal data distribution. The research sample consisted of 251 high school students in Medan, selected using Cochran's sample formula and accidental sampling. The instruments used were an attitude scale constructed based on Azwar (2022) components of attitude and self-regulated learning scale based on Zimmerman’s (1998) aspects of self-regulated learning. The results of the analysis obtained a correlation coefficient (r) of -.306 with a p-value of .000. The results showed a significant negative relationship between attitudes toward ChatGPT and self-regulated learning.