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Sulaiman, Dwi Rezky Anandari
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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The Effect of Metacognitive Regulation on Student Critical Thinking in Using ChatGPT Sri Irmayani irmayani; Mustari S. Lamada; Dwi Rezky Anandari Sulaiman
Journal of Education for Creativity and Innovation Vol. 2 No. 1 (2026): Agustus
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jeci.v2i1.1098

Abstract

This study aims to examine the predictive relationship of metacognitive regulation on the critical thinking of students using ChatGPT. Employing a quantitative ex post facto design, this study involved 175 students from the 2022 cohort selected through incidental sampling. Data were collected using standardized questionnaires and analyzed through descriptive statistics and multiple linear regression. The results indicate that the majority of respondents fall into the low category for metacognitive regulation (planning 51.4%, monitoring 47.4%, evaluation 45.1%) and critical thinking (55.4%). Hypothesis testing reveals a significant positive statistical relationship between metacognitive regulation and critical thinking (p < 0.001), with a strong correlation (R = 0.760) and a 57.0% contribution to variance (Adjusted R² = 0.570). The evaluation dimension exerts the largest partial influence. These findings suggest that metacognitive regulation acts as a crucial cognitive filter determining the quality of student-AI interactions. Students who actively plan, monitor, and evaluate their thinking processes while using ChatGPT demonstrate higher critical thinking skills. Therefore, integrating learning strategies that emphasize self-regulation and cross-verification of AI-generated information is essential. However, as an incidental sampling approach was used, the generalization of these findings should be interpreted with caution.
PENGARUH GAME ONLINE TERHADAP REGULASI EMOSI SISWA KELAS XI DI SMA NEGERI 4 MAKASSAR Kamila Mujtahida Amandavati; Abdul Wahid; Dwi Rezky Anandari Sulaiman
UNM Journal of Technology and Vocational Volume 10, Issue 4, November (2026)
Publisher : Program Studi S2 Pendidikan Teknologi dan Kejuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/scywc620

Abstract

Penelitian ini bertujuan untuk mengetahui tingkat penggunaan game online serta menganalisis pengaruh keterlibatan bermain game online terhadap regulasi emosi siswa kelas XI di SMA Negeri 4 Makassar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex post facto, karena variabel bebas berupa keterlibatan bermain game online telah terjadi secara alami tanpa adanya perlakuan atau manipulasi dari peneliti. Data penelitian dianalisis secara deskriptif untuk menggambarkan tingkat penggunaan game online dan regulasi emosi siswa, serta secara inferensial untuk menguji pengaruh antarvariabel penelitian. Hasil penelitian menunjukkan bahwa tingkat penggunaan game online siswa secara umum berada pada kategori tinggi, dengan distribusi responden pada kategori tinggi sebesar 45,7%.Sementara itu, tingkat regulasi emosi siswa didominasi kategori sedang sebesar 45,7%. Hasil analisis regresi linear sederhana menunjukkan adanya pengaruh positif antara game online dan regulasi emosi, yang ditunjukkan oleh nilai koefisien korelasi (R) sebesar 0,395. Nilai koefisien determinasi (R Square) sebesar 0,156 menunjukkan bahwa variabel game online memberikan kontribusi pengaruh sebesar 15,6% terhadap regulasi emosi siswa, sedangkan sisanya sebesar 84,4% dipengaruhi oleh faktor lain di luar penelitian. Uji signifikansi melalui analisis ANOVA menunjukkan bahwa model regresi signifikan secara statistik dengan nilai Fhitung sebesar 12,606 dan nilai signifikansi 0,001 (p < 0,05), sehingga model dinyatakan layak digunakan. Selain itu, hasil uji parsial menunjukkan bahwa game online berpengaruh signifikan terhadap regulasi emosi siswa dengan nilai thitung sebesar 3,551 dan signifikansi 0,001 (p < 0,05). Dapat disimpulkan bahwa bermain game online memiliki pengaruh yang signifikan terhadap regulasi emosi siswa kelas XI di SMA Negeri 4 Makassar.
Co-Authors Abdal, Nurul Mukhlisa Abdul Wahid Alifya Alifya NFH Alifyah NFH Amiruddin Hambali Andi Akram Nur Risal Andi Muhammad Taufik Ali Andi Zulfikar Yusuf Annisa Amaliah Mulia Aqhsa, Ismail Aqsha, Ismail Ashadi, Nini Rahayu Ashadi, Ninik Rahayu Asmaul Aulyah Zakilah Ifani Ayu Ayu Tri Wardani BAKHRANI RAUF Baso, Fadhlirrahman Della Fadhilatunisa Dewi, Shabrina Synta Dwi Gusna Edy, Marwan Ramdhany Elvira Nur Fathahillah Fathahillah Fathahillah Fathahillah Hambali, Amiruddin Hamda, Hamda Haripuddin Husnah, Asmaul Inka Febrianti Inka Febrianti Irwansyah Suwahyu Iwan Suhardi Jumadin Jumadin Kamila Mujtahida Amandavati Kaseng, Ernawati S. Labusab Lamasitudju, Chairunnisa Lisah Febrianti M. Miftach Fakhri Marwan Ramdhany Edy Miftakhul Jannah Muh. Ihsan Zulfikar Muhammad Asriadi Muhammad Fadel Adha Nasrullah, Asmaul Husnah Nini Rahayu Ashadi Ninik Rahayu Ashadi Ninik Rahayu Ashadi Nur Aisyah Mukhtar Nurul Mukhlisah Abdal Rahmatul Furqan Ridwan Daud Mahande Sanatang Setialaksana, Wirawan - Shabrina Sinta Dewi Shabrina Syntha Dewi Sri Irmayani irmayani Sugeng A. Karim Suhartono Suhartono, Suhartono Syahrul Syahrul Syahrul Syahrul Syahrul Syahrul Wahrini, Retyana Wahyu Hidayat Waji, Ria Sakinah Wardani, Ayu Tri Wulandari, Sri Riski Zulfikar, Muh. Ihsan