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All Journal Eduvista: Journal of Education and Innovation
Darwis Robinson Manalu
Universitas Methodist Indonesia, Medan, Indonesia

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Conceptualizing AI dependency as the primary mechanism shaping students' academic impact Melisa Aulina Sihite; Darwis Robinson Manalu
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
Publisher : Eduvista: Journal of Education and Innovation

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Abstract

The rapid adoption of Artificial Intelligence (AI) in higher education has intensified debate regarding its impact on students' academic abilities, while previous studies have not adequately explained the mechanism through which AI use evolves into dependency that shapes academic outcomes. This study aims to examine the effects of AI dependency and the drivers of AI utilization on students' academic impact while proposing a conceptual model explaining their relationships. A quantitative explanatory survey was conducted involving 81 undergraduate students selected through purposive sampling, and the data were analyzed using multiple linear regression. The findings reveal that AI dependency has a positive and significant effect on students' academic impact (β = 0.643, p < 0.001), whereas the drivers of AI utilization have no significant partial effect (p = 0.066). The proposed model explains 57.0% of the variance in academic impact (R² = 0.570). This study contributes by developing a conceptual model demonstrating that academic consequences emerge through the transformation of AI utilization into dependency, which subsequently alters students' learning behavior. Abstrak Perkembangan Artificial Intelligence (AI) di pendidikan tinggi memunculkan perdebatan mengenai dampaknya terhadap kemampuan akademik mahasiswa, sementara penelitian sebelumnya belum menjelaskan mekanisme bagaimana penggunaan AI berkembang menjadi ketergantungan yang memengaruhi aktivitas akademik. Penelitian ini bertujuan menganalisis pengaruh ketergantungan penggunaan AI dan faktor-faktor pendorong penggunaan AI terhadap dampak akademik mahasiswa serta menyusun model konseptual yang menjelaskan hubungan antarvariabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain explanatory survey terhadap 81 mahasiswa yang dipilih melalui purposive sampling, kemudian dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa ketergantungan penggunaan AI berpengaruh positif dan signifikan terhadap dampak akademik mahasiswa (β = 0,643; p < 0,001), sedangkan faktor pendorong penggunaan AI tidak berpengaruh signifikan secara parsial (p = 0,066). Model penelitian mampu menjelaskan 57,0% variasi dampak akademik mahasiswa (R² = 0,570). Penelitian ini berkontribusi dengan menawarkan model konseptual yang menjelaskan bahwa dampak akademik terbentuk melalui proses berkembangnya penggunaan AI menjadi ketergantungan yang kemudian mengubah perilaku belajar mahasiswa.
Enhancing digital academic services through Academic Information System quality: Insights from Universitas Methodist Indonesia Lestari Natalia Br Sianipar; Darwis Robinson Manalu
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
Publisher : Eduvista: Journal of Education and Innovation

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Digital transformation has increased the strategic role of Academic Information Systems (AIS) in supporting academic services in higher education. However, empirical evidence regarding which quality dimensions most strongly influence User Satisfaction in digital academic services remains inconclusive. This study aims to examine the effects of System Quality, Information Quality, and Service Quality on User Satisfaction with the Academic Information System at Universitas Methodist Indonesia. A quantitative survey was conducted involving 100 undergraduate students selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using multiple linear regression with IBM SPSS Statistics. The findings reveal that Information Quality and Service Quality have positive and significant effects on User Satisfaction, whereas System Quality has no significant effect. The proposed model explains 67.9% of the variance in User Satisfaction (R² = 0.679). These findings suggest that improving digital academic services in higher education should prioritize high-quality academic information and responsive support services to enhance user experience and satisfaction. Abstrak Transformasi digital telah mendorong perguruan tinggi untuk mengoptimalkan Sistem Informasi Akademik (SIMAK) sebagai pendukung layanan akademik. Namun, bukti empiris mengenai dimensi kualitas yang paling berpengaruh terhadap kepuasan pengguna dalam mendukung layanan akademik digital masih menunjukkan hasil yang beragam. Penelitian ini bertujuan menganalisis pengaruh System Quality, Information Quality, dan Service Quality terhadap User Satisfaction pada penggunaan SIMAK di Universitas Methodist Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan metode survei terhadap 100 mahasiswa yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan kuesioner skala Likert dan dianalisis menggunakan regresi linear berganda dengan IBM SPSS Statistics. Hasil penelitian menunjukkan bahwa Information Quality dan Service Quality berpengaruh positif dan signifikan terhadap kepuasan pengguna, sedangkan System Quality tidak berpengaruh signifikan. Model penelitian mampu menjelaskan 67,9% variasi kepuasan pengguna (R² = 0,679). Temuan ini menegaskan bahwa peningkatan layanan akademik digital di perguruan tinggi perlu diprioritaskan pada penyediaan informasi akademik yang berkualitas dan layanan yang responsif sehingga mampu meningkatkan pengalaman belajar dan kepuasan pengguna.
Beyond assignment deadlines: Explaining academic stress through deadline behavior among university students Susi Juniarti Pardosi; Darwis Robinson Manalu
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
Publisher : Eduvista: Journal of Education and Innovation

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Abstract

Deadline behavior, defined as the habit of completing academic assignments close to submission deadlines, is presumed to contribute to higher levels of academic stress among university students; however, empirical evidence specifically examining this relationship remains limited. This study aimed to analyze the effect of deadline behavior on academic stress among students at Universitas Methodist Indonesia. A quantitative associative design was employed involving 100 undergraduate students who completed a five-point Likert-scale questionnaire. The data were analyzed using simple linear regression with IBM SPSS Statistics 22. The findings revealed that deadline behavior had a positive and significant effect on academic stress (B = 0.278; t = 4.082; p < 0.001). The coefficient of determination (R² = 0.145) indicates that deadline behavior explained 14.5% of the variance in academic stress, while the remaining variance was influenced by factors outside the proposed model. These findings highlight the importance of effective time management as a preventive strategy for reducing academic stress and contribute to the growing literature on academic behavior in higher education. Abstrak Kebiasaan mengerjakan tugas mendekati batas waktu (deadline behavior) diduga menjadi salah satu penyebab meningkatnya stres akademik mahasiswa, namun penelitian yang secara khusus menguji pengaruh perilaku tersebut terhadap tingkat stres masih relatif terbatas. Penelitian ini bertujuan menganalisis pengaruh deadline behavior terhadap tingkat stres mahasiswa di Universitas Methodist Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif yang melibatkan 100 mahasiswa melalui penyebaran kuesioner skala Likert lima poin. Data dianalisis menggunakan regresi linear sederhana dengan bantuan IBM SPSS Statistics 22. Hasil penelitian menunjukkan bahwa deadline behavior berpengaruh positif dan signifikan terhadap tingkat stres akademik (B = 0,278; t = 4,082; p < 0,001). Nilai koefisien determinasi (R² = 0,145) menunjukkan bahwa deadline behavior menjelaskan 14,5% variasi tingkat stres akademik, sedangkan sisanya dipengaruhi oleh faktor lain di luar model penelitian. Temuan ini menegaskan pentingnya pengelolaan waktu sebagai strategi preventif dalam menekan stres akademik mahasiswa sekaligus memperkaya kajian mengenai perilaku akademik di pendidikan tinggi.
Co-Authors Lestari Natalia Br Sianipar Melisa Aulina Sihite Susi Juniarti Pardosi