The Perceived Usefulness of Artificial Intelligence Based on Cognitive Flexibility and Learning Outcomes Among Mechanical Engineering Education Students
DOI:
https://doi.org/10.52060/jpvs.v5i1.4857Abstract
Students now use generative artificial intelligence to complete coursework, yet the link between how they judge its usefulness and the grades they earn has rarely been tested in courses that demand methodological reasoning. This study analysed the relationship between perceived usefulness of artificial intelligence, framed by cognitive flexibility theory, and learning outcomes in a Research Methodology course. This correlational survey involved 52 students of a mechanical engineering education study program at a public university in Jakarta, selected purposively from a population of 109. Perception was measured with a 26-item Likert-scale questionnaire that met validity and reliability criteria (Cronbach's alpha 0.952), and learning outcomes were taken from final course grades. Eighty-three percent of respondents used artificial intelligence while taking the course, and ChatGPT was the most frequently used tool (63%). The Pearson Product Moment correlation was r = 0.403 with a significance of 0.003, indicating a moderate positive relationship. Perceived usefulness shared about 16% of the variance in final grades. Students who reported that artificial intelligence helped them adjust their thinking strategies tended to earn higher grades. Lecturers can use these findings to design assignments that direct the use of artificial intelligence towards source evaluation and the construction of research arguments
References
Aprianto, A., Praherdhiono, H., & Wedi, A. (2021). Pengaruh pembelajaran berbasis masalah dengan penguatan keterampilan fleksibilitas terhadap hasil belajar kognitif. Edcomtech: Jurnal Kajian Teknologi Pendidikan, 6(2), 264–274. https://doi.org/10.17977/um039v6i12021p264
Cañas, J. J. (2006). Cognitive flexibility. Dalam W. Karwowski (Ed.), International encyclopedia of ergonomics and human factors (hlm. 297–300). https://doi.org/10.13140/2.1.4439.6326
Cañas, J. J., Quesada, J. F., Antolí, A., & Fajardo, I. (2003). Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks. Ergonomics, 46(5), 482–501. https://doi.org/10.1080/0014013031000061640
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Dania, I. A., & Novziransyah, N. (2021). Sensasi, persepsi, kognitif. Ibnu Sina: Jurnal Kedokteran dan Kesehatan Fakultas Kedokteran Universitas Islam Sumatera Utara, 20(1), 14–21. https://doi.org/10.30743/ibnusina.v20i1.59
Ghozali, I. (2018). [PERLU DIPASTIKAN: judul buku dan penerbit Ghozali (2018) tidak tercantum dalam daftar pustaka skripsi; lengkapi dari sumber aslinya.]
Hartanto, A. Y., & Rohmah, F. N. (2024). Makin marak siswa pakai AI untuk mengerjakan tugas. Tirto.id. https://tirto.id/penggunaan-ai-di-dunia-pendidikan-makin-marak-dan-merata-gZax
Huda, I. U. (2022). Persepsi mahasiswa terhadap pemahaman materi mata kuliah melalui proses pembelajaran daring pada mahasiswa STIE Pancasetia Banjarmasin. Al-Kalam: Jurnal Komunikasi, Bisnis dan Manajemen, 9(2), 109–127. https://doi.org/10.31602/al-kalam.v9i2.6475
Hwang, G.-J. (2014). Definition, framework and research issues of smart learning environments: A context-aware ubiquitous learning perspective. Smart Learning Environments, 1(1), Article 4. https://doi.org/10.1186/s40561-014-0004-5
Hwang, G.-J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, Article 100001. https://doi.org/10.1016/j.caeai.2020.100001
Ionescu, T. (2012). Exploring the nature of cognitive flexibility. New Ideas in Psychology, 30(2), 190–200. https://doi.org/10.1016/j.newideapsych.2011.11.001
Isfiani, I. R., & Ekanara, B. (2022). Cognitive anxiety and habits of mind: A study of the interrelationships with biology learning outcomes. Scientiae Educatia: Jurnal Pendidikan Sains, 11(2), 94–106. https://doi.org/10.24235/sc.educatia.v11i2.10909
Kemp, S. (2023). Digital 2023: Indonesia. DataReportal. https://datareportal.com/reports/digital-2023-indonesia
le Cessie, S., Groenwold, R. H. H., & Dekkers, O. M. (2021). Correlation or regression, that's the question. European Journal of Endocrinology, 184(6), E15–E18. https://doi.org/10.1530/EJE-21-0251
Martin, M. M., & Anderson, C. M. (1998). The cognitive flexibility scale: Three validity studies. Communication Reports, 11(1), 1–9. https://doi.org/10.1080/08934219809367680
Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, Article 100020. https://doi.org/10.1016/j.caeai.2021.100020
Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12, Article 22. https://doi.org/10.1186/s41039-017-0062-8
Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582–599. https://doi.org/10.1007/s40593-016-0110-3
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Soraya, N. (2018). Analisis persepsi mahasiswa terhadap kompetensi dosen dalam mengajar pada Program Studi PAI Fakultas Ilmu Tarbiyah dan Keguruan UIN Raden Fatah Palembang. Tadrib: Jurnal Pendidikan Agama Islam, 4(1), 183–204. https://doi.org/10.19109/tadrib.v4i1.1957
Sugiyono. (2019). [PERLU DIPASTIKAN: skripsi mengutip Sugiyono (2019) sebagai sumber kriteria koefisien korelasi, tetapi daftar pustakanya hanya memuat edisi 2010 dan 2023; sesuaikan tahun dan judul buku.]
Uddin, L. Q. (2021). Cognitive and behavioural flexibility: Neural mechanisms and clinical considerations. Nature Reviews Neuroscience, 22(3), 167–179. https://doi.org/10.1038/s41583-021-00428-w
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16, Article 39. https://doi.org/10.1186/s41239-019-0171-0
| Keywords | : |
Keywords:
artificial intelligence, perceived usefulness, cognitive flexibility, learning outcomes, research methodology
|
| Galleys | : | |
| Published | : |
2026-09-29
|
| Issue | : |
Copyright (c) 2026 Jurnal Pendidikan Vokasi dan Seni
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
.png)
