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All Journal International Journal of Educational Research and Social Sciences (IJERSC) International Journal of Science and Environment
Hary Setyawan, Agustinus
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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AI-Powered Writing Tools on Indonesian Higher Education: How Do Educators See It? Dangin, Dangin; Dian Rahmawan, Andi; Hary Setyawan, Agustinus
International Journal of Educational Research & Social Sciences Vol. 4 No. 5 (2023): October 2023 ( Indonesia - Nigeria )
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v4i5.721

Abstract

This study was intended to explore educators’ point of view in higher education related to AIpowered writing tools on students’ writing skills. By means of phenomenological research using lived-experience approach by Manen (2016), the study endeavored to find detail information of six higher education teachers from four Indonesian private Universities related to their perspective of the use of AI-powered writing tools in higher education. The study revealed four main aspects namely strength, weakness, opportunity and threats. AI-powered writing tools deliberately bring positive sights on their implication in language learning. These constructive points are time and access efficiency in practice which enable users to use it as simple as possible. These tools are also seen to be good in providing real-time feedback and helping users to synthesize the materials quickly. Moreover, these tools covey their weakness as seem to produce unnatural work and use sophisticated dictions where sometimes are irrelevant. Furthermore, this study found that the respondents also highlight some possible threats led by the implication of those AI-powered writing tools. They saw the use of these tools recurrently will give rise to dependence on the tools and decrease students’ capability. Those tools are believed to decrease students’ creative and critical thinking when students feel comfortable in using it as their problem solvers in writing projects. From the findings, it can be construed that AI-powered writing tools could bring both positive and negative impact on the users. The study suggested that further researchers could explore the mitigation of possible threats of the integration of AI-powered writing tools and academic use.
From Assistance to Abuse: Investigating AI’s Role in Academic Dishonesty Dangin, Dangin; Hary Setyawan, Agustinus; Dian Rahmawan, Andi
International Journal of Science and Environment (IJSE) Vol. 5 No. 4 (2025): November 2025
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i1.308

Abstract

This study examines students' perspectives on plagiarism, academic integrity, and AI-generated plagiarism in the context of AI-assisted academic dishonesty. The use of semi-structured interviews with five university students, who were caught employing AI tools in their study, helps to clarify how tech advancements and academic pressures get intertwined in students' lives for making decisions and giving their ethical opinions. The results indicate that students, in general, have a clear line between AI-produced text and conventional plagiarism, regarding AI as a positive facilitator and not a negative source of misconduct. Their view of academic honesty is shaped by the amount of work, the fear of not performing well, and the unclear rules from the university concerning the use of AI that is acceptable. The same students also mentioned that the AI's power of convenience, fast processing, and personal contact made the misuse of it very easy and also helped to gain acceptance of it among friends. Eventually, the study assert that the problem of AI-assisted dishonesty can only be solved through a combination of institutions' clearer policies, institutions' supportive learning environments, and teachers' practices that responsible and ethically integrate AI in higher learning.
Co-Authors Dangin, Dangin Dian Rahmawan, Andi