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Yuniyarti Ahiri
Universitas Halu Oleo
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Pengaruh Penggunaan ChatGPT terhadap Kemampuan Berpikir Kritis Mahasiswa Pendidikan Ekonomi Yuniyarti Ahiri; Jafar Ahiri; Harjun; Muhammad Juwantho Lewa; Wahyu Muh. Syata
Educational Journal Vol. 1 No. 2 (2026): JANUARI (in progres)
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/9rezm712

Abstract

This study analyzes the effect of ChatGPT usage on critical thinking skills of Economics Education students at FKIP Halu Oleo University. Quantitative method with 180 students from semesters 3-7 selected by proportionate stratified random sampling. Data were collected through questionnaires and critical thinking tests, analyzed using simple linear regression. Results showed ChatGPT usage had a significant negative effect on critical thinking skills (β=-0.994, p<0.001). The higher the intensity of ChatGPT usage, the lower students' critical thinking skills. Findings confirm cognitive offloading theory that AI dependence reduces analytical abilities. Structured usage guidelines and critical AI literacy are needed to prevent technology from hindering prospective economics teachers' critical thinking development.
Pengaruh Kecanduan Konten Digital Pendek terhadap Kemampuan Konsentrasi Mahasiswa Calon Guru Ekonomi Yuniyarti Ahiri; Jafar Ahiri; Muh. Ilham; Murni Nia; Rizal
Educational Journal Vol. 1 No. 2 (2026): JANUARI (in progres)
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/zvsbhv78

Abstract

Concentration ability is crucial for pre-service economics teacher students to master complex economic concepts and develop pedagogical competencies. This study examines the impact of short-form digital content addiction on students' concentration abilities. A quantitative correlational research design was employed, involving 180 students from the Economics Education Department, Faculty of Teacher Training and Education, Halu Oleo University, selected through proportionate stratified random sampling. Data were collected using the Short-Form Video Addiction Scale questionnaire and the Grid Concentration Test. Simple linear regression analysis revealed that short-form digital content addiction had a significant negative effect on concentration ability (p=0.000<α=0.05), with the regression equation Y = 23.418 - 0.132X. The path coefficient of -0.552 indicates that short-form digital content addiction has a negative effect (-55.2%) on students' concentration ability. The findings demonstrate that higher levels of addiction to TikTok, Instagram Reels, and YouTube Shorts correspond to lower concentration ability among students.  
Pengaruh Prokrastinasi terhadap Kecemasan Akademik Mahasiswa Pendidikan Ekonomi FKIP Universitas Halu Oleo Yuniyarti Ahiri; Jafar Ahiri; Harjun Harjun; Muhammad Juwantho Lewa; Wahyu Muh. Syata; Ilhamurrahman M Hubaib
Educational Journal Vol. 1 No. 2 (2026): JANUARI (in progres)
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/xhpyq003

Abstract

Academic anxiety is a serious psychological problem experienced by pre-service teachers that affects their academic abilities and readiness to become professional educators. This study aims to analyze the effect of procrastination on academic anxiety among students of the Economics Education Department, Faculty of Teacher Training and Education, Halu Oleo University, Kendari. The study employed a causal correlational quantitative approach involving 146 students in semesters 3 and 5, selected through proportionate stratified random sampling. Research instruments consisted of a procrastination scale (31 valid items, α=0.911) and an academic anxiety scale (28 valid items, α=0.897). Data were analyzed using descriptive statistics and simple linear regression. Results showed 46.6% of students had moderate procrastination levels, and 43.2% experienced moderate academic anxiety. Regression analysis confirmed procrastination has a positive and significant effect on academic anxiety (β=0.906, t=25.745, p<0.05) with a contribution of 90.6%. Higher student procrastination levels correspond to greater academic anxiety. This study emphasizes the importance of addressing procrastination as a primary strategy to reduce academic anxiety among pre-service teachers through systematic intervention programs such as group counseling and time management training.
Co-Authors Harjun, Harjun Ilhamurrahman M Hubaib Jafar Ahiri Muh. Ilham Muhammad Juwantho Lewa Murni Nia Rizal Wahyu Muh. Syata