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All Journal Jurnal Pendidikan Informatika dan Sains CENDEKIA PENDIDIKAN International Journal of Educational Narratives
Dedi Irwan
Universitas PGRI Pontianak
Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Mathematics Physics Social Sciences Other

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Artificial intelligence and academic integrity in higher education: Evidence from student use of AI tools Dedi Irwan; Ardila Venesa; Fatimah Azzahra Rabiah; Febiola Esfandiani Geraldine; Akwilia Setya Mirandea
Jurnal Pendidikan Informatika dan Sains Vol. 14 No. 2 (2025): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v14i2.8716

Abstract

The rapid integration of artificial intelligence (AI) into higher education has transformed how students approach academic learning and task completion, raising both pedagogical opportunities and ethical concerns. This study investigates patterns of AI use, perceived benefits, and integrity-related challenges among pre-service English teachers in a higher education context. Using a descriptive quantitative design, data were collected from 338 pre-service teachers through a structured online questionnaire and analysed using descriptive statistics. The findings reveal an exceptionally high level of AI adoption, with 98.2% of respondents reporting regular use of AI tools to support their academic activities, indicating that AI has become embedded in students’ everyday learning routines. However, AI use was found to be predominantly efficiency-oriented, with 44.1% of students using AI primarily for task completion and 40.8% for time efficiency, while only 15.1% reported using AI to explicitly enhance academic quality. Despite this instrumental orientation, students demonstrated substantial ethical awareness, as 72.8% acknowledged that AI has the potential to undermine academic integrity, particularly in relation to honesty and originality. At the same time, AI was perceived to offer meaningful learning-related benefits. A majority of respondents (68.6%) reported improvements in the quality of their academic outputs when using AI, describing their work as more structured, accurate, and polished. Furthermore, 77.5% of students indicated increased confidence in completing academic tasks with AI support, suggesting that AI may function as a form of cognitive and affective scaffolding. Overall, the study highlights the dual role of AI in higher education as both a productivity-enhancing learning support tool and a source of ethical tension. These findings underscore the need for clear institutional guidelines, ethical literacy, and pedagogical strategies that promote responsible, reflective, and learning-oriented use of AI in teacher education.
Artificial intelligence as a writing scaffold: Higher education students' experiences with AI-supported academic writing Dedi Irwan; Bintang Septia Permata Darosta; Faldi Tri Arrival; Nur Lu’lu’il Maknunah; Widia Agustina
Jurnal Pendidikan Informatika dan Sains Vol. 15 No. 1 (2026): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v15i1.10370

Abstract

The rapid adoption of artificial intelligence (AI) in higher education has reshaped students’ academic practices, particularly in relation to academic writing. While prior studies have largely examined attitudes or perceived effectiveness of AI-based tools, limited attention has been given to how AI-supported writing unfolds as a learning process shaped by student agency, contextual constraints, and reflective practice. Addressing this gap, the present study adopts a qualitative, process-oriented perspective to explore how higher education students experience and perceive the use of ChatGPT in supporting academic writing. Using a qualitative research design, semi-structured interviews were conducted with nine higher education students representing language studies, social sciences, and exact sciences. Data were analysed thematically to capture patterns related to writing support, perceived learning processes, challenges, and students’ strategies for reflective and critical AI use. The findings indicate that ChatGPT supports academic writing by reducing initial barriers to writing, enhancing engagement and motivation, and providing personalised feedback that facilitates language development and revision. Students reported improvements in writing quality and increased confidence, suggesting that AI can function as both cognitive and affective scaffolding. However, these benefits were accompanied by concerns regarding rigid or inconsistent AI-generated responses, uneven technological competence, and limited institutional guidance. Importantly, students demonstrated critical awareness by evaluating AI outputs and combining them with other academic sources, highlighting reflective and responsible use rather than passive reliance. Overall, the study conceptualises AI-supported academic writing as a dynamic and mediated learning process rather than a discrete technological intervention. By proposing a process-oriented qualitative model, this study contributes to ongoing debates on AI in higher education and underscores the need for pedagogical strategies and institutional frameworks that promote ethical, reflective, and learning-oriented integration of AI technologies.
AI-GENERATED CONTEXTUAL LISTENING MATERIALS EXPLORING TEACHER AND STUDENTS PERCEPTIONS IN EFL CLASSROOMS Mikael Albinus Silitonga; Dedi Irwan; Rahayu Meliasari
CENDEKIA PENDIDIKAN Vol 5 No 3 (2026): Edisi Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/cendekiapendidikan.v5i3.8445

Abstract

English listening materials in schools frequently lack relevance to students' lives due to resource limitations. This study aims to explore students' and teacher’s perceptions of AI-generated contextual listening materials. Employing a descriptive qualitative design, data were collected through interviews and observations from three ninth-grade students and one English teacher at State Junior High School 1 Sintang, and subsequently analyzed thematically. The findings revealed positive responses from students, as they felt more confident and comprehended the lessons more easily through familiar local content (such as the narrative of Bukit Kelam), effectively reducing their cognitive load. Students also highlighted technical challenges regarding the inconsistent clarity of the AI-generated audio. From the teacher's perspective, AI proved to facilitate the customization of localized materials that are typically difficult to find in conventional resources. However, the teacher emphasized that AI outputs require human editing and collaborative feedback to align with formal pedagogical standards. In conclusion, integrating AI into the Contextual Teaching and Learning (CTL) approach is highly effective for developing culturally relevant materials and enhancing students' learning motivation, provided it is balanced with appropriate instructional design by the teacher
Teaching with Tech or Text? A Meta-Analysis for Evidence-Based Reading Instruction Muhammad Iqbal Ripo Putra; Dedi Irwan; Aunurrahman Aunurrahman; Sulaiman Sulaiman; Nurussaniah Nurussaniah
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3762

Abstract

Background. The rapid integration of digital reading in higher education has changed how students engage with academic texts. Conflicting evidence remains on whether digital formats support reading comprehension as well as print. This gap matters given the growing reliance on screen-based learning and the cognitive demands of academic reading.. Purpose. This meta-analysis examined whether technology-enhanced reading improves comprehension compared to print among undergraduate students. The study addressed three aspects: (1) overall differences in comprehension between digital and print formats, (2) variations across pre-, during-, and post-COVID periods, and (3) the moderating role of text modality (text-only vs. multimodal). Method. Following PRISMA guidelines, this study synthesised data from 13 empirical studies published between 2017 and 2025, involving 1,029 undergraduate students across L1, L2, and EFL contexts. Effect sizes were calculated using Hedges' g within a random-effects model. Subgroup and meta-regression analyses were conducted to examine moderating variables. Results. The findings showed a small but statistically significant advantage for print reading over digital formats (g = 0.265, p < .001). This advantage was more pronounced in post-pandemic studies (g = 0.333) and in text-only materials (g = 0.291), while multimodal texts showed greater variability. Meta-regression indicated no significant change in effect size over time, and publication bias was minimal. Print reading consistently supported deeper comprehension, particularly for cognitively demanding academic texts. Conclusion. Print yields stronger comprehension than digital formats in undergraduate reading, especially for complex academic texts. This meta-analysis informs teaching practice by recommending print for high-stakes reading and metacognitive scaffolding when digital formats are used.
Co-Authors Akwilia Setya Mirandea Ardila Venesa Aunurrahman Aunurrahman Bintang Septia Permata Darosta Faldi Tri Arrival Fatimah Azzahra Rabiah Febiola Esfandiani Geraldine Mikael Albinus Silitonga Muhammad Iqbal Ripo Putra Nur Lu’lu’il Maknunah Nurussaniah Nurussaniah Rahayu Meliasari Sulaiman Sulaiman Widia Agustina