Electronic Theses and Dissertation

Abstrak sabina aulia indriyani (2025). hubungan antara penggunaan chatbot artificial intelligence dengan gaya belajar mahasiswa fkip universitas syiah kuala. [skripsi universitas syiah kuala]. dibawah bimbingan dr. muhammad yunus, s.pd., m.pd., dan dr. ruslan, s.pd., m.ed. pembelajaran berbasis kecerdasan buatan (ai) semakin populer dikalangan mahasiswa, tetapi belum diketahui bagaimana penggunaannya berhubungan dengan gaya belajar mahasiswa dalam proses pembelajaran. penelitian ini bertujuan untuk mengetahui hubungan signifikan antara penggunaan chatbot ai dengan gaya belajar visual, auditory, reading/writing, dan khinesthetic pada mahasiswa fkip universitas syiah kuala. penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional dan teknik survei. data dikumpulkan melalui kuesioner berbasis skala likert kepada 99 mahasiswa fkip universitas syiah kuala yang dipilih menggunakan rumus slovin. analisis data dilakukan menggunakan uji validitas, reliabilitas, korelasi pearson, uji-t, dan regresi linear sederhana dengan bantuan spss versi 20. hasil penelitian menunjukkan bahwa gaya belajar visual memiliki nilai signifikansi 0,440 > 0,05 dengan beta 0,078, menandakan tidak terdapat hubungan signifikan karena mahasiswa bergaya visual kurang memanfaatkan fitur visual chatbot ai. sebaliknya, gaya belajar auditory memiliki hubungan signifikan 0,007 < 0,05 dengan beta 0,270, menunjukkan efektivitas chatbot dalam mendukung pembelajaran berbasis audio dan diskusi verbal. gaya belajar reading/writing signifikan 0,000 < 0,05 dengan beta 0,389, menjadikan chatbot ai alat bantu utama dalam membaca dan menulis ulang materi. sementara gaya belajar kinesthetic signifikan 0,001 < 0,05 dengan beta 0,331, menandakan dukungan chatbot terhadap pembelajaran berbasis praktik. peneliti menyimpulkan bahwa chatbot ai berperan penting dalam mendukung gaya belajar auditory, reading/writing, dan kinesthetic mahasiswa, tetapi kurang optimal untuk gaya belajar visual. saran peneliti yaitu pendidik dan pengembang ai bisa menyesuaikan fitur chatbot dengan berbagai gaya belajar serta mahasiswa dapat memanfaatkan chatbot secara bijak untuk meningkatkan efektivitas dan kemandirian belajar. kata kunci: chatbot artificial intelligence, gaya belajar, mahasiswa, vark, pembelajaran digital.

ABSTRACT Sabina Aulia Indriyani (2025). The Relationship Between the Use of Artificial Intelligence Chatbots and the Learning Style of FKIP Students of Syiah Kuala University. [Syiah Kuala University Thesis]. Under the guidance of Dr. Muhammad Yunus, S.Pd., M.Pd., and Dr. Ruslan, S.Pd., M.Ed. Artificial intelligence (AI)-based learning is increasingly popular among students, but it is not yet known how its use relates to students' learning styles in the learning process. This study aims to determine the significant relationship between the use of AI chatbots and visual, auditory, reading/writing, and khinesthetic learning styles in FKIP students of Syiah Kuala University. This study uses a quantitative approach with correlational methods and survey techniques. Data was collected through a Likert scale-based questionnaire to 99 FKIP students of Syiah Kuala University who were selected using the Slovin formula. Data analysis was carried out using validity, reliability, Pearson correlation, T-test, and simple linear regression tests with the help of SPSS version 20. The results show that the results show that visual learning styles have a significance value of 0.440 > 0.05 with a beta of 0.078, indicating that there is no significant relationship because visually style students do not take advantage of the visual features of AI chatbots. In contrast, auditory learning styles had a significant association of 0.007 < 0.05 with a beta of 0.270, demonstrating the effectiveness of chatbots in supporting audio-based learning and verbal discussions. The reading/writing learning style is significant 0.000 < 0.05 with a beta of 0.389, making the AI chatbot the main tool for reading and rewriting material. Meanwhile, kinesthetic learning style was significant 0.001 < 0.05 with a beta of 0.331, indicating the chatbot's support for practice-based learning. The researchers concluded that AI chatbots play an important role in supporting students' auditory, reading/writing, and kinesthetic learning styles, but are less than optimal for visual learning styles. The researcher's suggestion is that AI educators and developers can adapt chatbot features to various learning styles and students can use chatbots wisely to increase learning effectiveness and independence. Keywords: Artificial Intelligence Chatbot, Learning Style, Students, VARK, Digital Learning