<![CDATA[The development of Artificial Intelligence (AI) in education provides various conveniences for students in completing academic tasks, however, it also has the potential to trigger the Dunning–Kruger Effect. This study aims to explore the use of AI and examine the manifestation of the Dunning–Kruger Effect in the use of AI among psychology students in completing academic assignments. This research employed a qualitative method with a descriptive approach. The participants consisted of five psychology students who actively used AI in their academic activities and were selected through purposive sampling. Data were collected through semi-structured interviews, observations, and document analysis in the form of AI conversation histories. The data were analyzed using thematic analysis. The findings indicate that assignment deadlines, the need for idea generation, difficulties understanding course materials, and social and environmental factors influence AI use. AI is utilized for generating ideas, understanding learning materials, and evaluating academic tasks. The use of AI provides positive impacts such as facilitating brainstorming and improving task completion efficiency; however, it also leads to academic dependency and a decline in students’ confidence in independent thinking abilities. In addition, we identified indications of the Dunning–Kruger Effect, characterized by increased self-confidence in academic abilities, surface-level understanding of concepts, and overconfidence in the quality of AI-assisted work before receiving deeper academic evaluation. Abstrak Perkembangan Artificial Intelligence (AI) dalam dunia pendidikan memberikan berbagai kemudahan bagi mahasiswa dalam menyelesaikan tugas akademik, tetapi di sisi lain juga berpotensi memunculkan kecenderungan Dunning–Kruger Effect. Penelitian ini bertujuan untuk memahami penggunaan AI serta menggambarkan Dunning–Kruger Effect dalam penggunaan AI pada penyelesaian tugas akademik mahasiswa psikologi. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Partisipan penelitian berjumlah lima mahasiswa psikologi yang aktif menggunakan AI dalam aktivitas akademik dan dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui wawancara semi-terstruktur, observasi, dan studi dokumentasi berupa riwayat percakapan dengan AI. Data dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa penggunaan AI dipengaruhi oleh faktor deadline tugas, kebutuhan mencari ide, kesulitan memahami materi, dan pengaruh lingkungan sosial. AI dimanfaatkan untuk mencari ide, memahami materi, serta mengevaluasi tugas. Penggunaan AI memberikan dampak positif berupa kemudahan brainstorming dan peningkatan efisiensi pengerjaan tugas, tetapi juga memunculkan ketergantungan akademik serta penurunan kepercayaan diri terhadap kemampuan berpikir mandiri. Selain itu, ditemukan kecenderungan Dunning–Kruger Effect yang ditandai dengan meningkatnya rasa percaya diri terhadap kemampuan akademik, munculnya pemahaman yang bersifat permukaan, serta keyakinan berlebihan terhadap kualitas tugas berbantuan AI sebelum memperoleh evaluasi akademik yang lebih mendalam.]]>
