Persepsi dan Pola Pemanfaatan Generative AI dalam Pembelajaran Pemrograman pada Mahasiswa Teknologi Informasi: A Systematic Literature Review
DOI:
https://doi.org/10.63604/cfsjk681Kata Kunci:
Generative AI, ChatGPT, pembelajaran pemrograman, mahasiswa teknologi informasi, pendidikan komputer, systematic literature review.Abstrak
Perkembangan Generative Artificial Intelligence (Generative AI) telah membawa perubahan signifikan dalam dunia pendidikan, khususnya pada pembelajaran pemrograman di perguruan tinggi. Berbagai platform berbasis Large Language Models (LLMs) seperti ChatGPT, Gemini, Microsoft Copilot, dan DeepSeek semakin banyak dimanfaatkan oleh mahasiswa untuk mendukung aktivitas belajar dan penyelesaian tugas pemrograman. Meskipun demikian, pemanfaatan teknologi ini juga memunculkan berbagai tantangan yang perlu dipahami secara komprehensif. Penelitian ini bertujuan untuk mengidentifikasi persepsi mahasiswa, pola pemanfaatan, manfaat, serta tantangan penggunaan Generative AI dalam pembelajaran pemrograman pada mahasiswa teknologi informasi melalui pendekatan Systematic Literature Review (SLR). Proses review dilakukan berdasarkan pedoman PRISMA 2020 dengan tahapan identifikasi, screening, eligibility, dan inclusion. Pencarian literatur dilakukan pada basis data Scopus dengan rentang publikasi tahun 2024–2026. Setelah melalui proses seleksi berdasarkan kriteria inklusi, eksklusi, dan quality assessment, diperoleh 16 artikel yang memenuhi syarat untuk dianalisis. Hasil penelitian menunjukkan bahwa mahasiswa memiliki persepsi positif terhadap penggunaan Generative AI karena dianggap mudah digunakan, membantu memahami konsep pemrograman, serta meningkatkan efisiensi belajar. Pola pemanfaatan yang paling umum meliputi penjelasan konsep, pembuatan kode program, debugging, penyelesaian tugas, dan penggunaan AI sebagai tutor virtual. Selain itu, Generative AI terbukti memberikan manfaat berupa peningkatan pemahaman materi, produktivitas akademik, pembelajaran mandiri, dan motivasi belajar. Namun demikian, beberapa tantangan juga ditemukan, antara lain risiko ketergantungan terhadap AI, masalah integritas akademik, akurasi informasi, serta potensi menurunnya kemampuan berpikir kritis mahasiswa. Penelitian ini menyimpulkan bahwa Generative AI memiliki potensi besar untuk mendukung pembelajaran pemrograman di pendidikan tinggi, namun implementasinya perlu diimbangi dengan peningkatan literasi AI, penguatan etika akademik, dan kebijakan penggunaan yang bertanggung jawab.
Referensi
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Chao, H.-W., & Chang, A. Y. (2025). Exploring the role of AI in transforming programming education at universities: Qualitative and quantitative insights. In 2025 7th International Workshop on Artificial Intelligence and Education (WAIE 2025) (pp. 173–180). https://doi.org/10.1109/WAIE67422.2025.11381160
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Teo, T. H., & Chow, Z. J. (2025). Student perspectives on AI-powered learning tools: An exploratory study of DeepSeek, ChatGPT, and Gemini in educational settings. In Proceedings of the 2025 IEEE 18th International Symposium on Embedded Multicore/Many-core Systems-on-Chip (MCSoC 2025) (pp. 98–104). https://doi.org/10.1109/MCSoC67473.2025.00026
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