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All Journal Al Ishlah Jurnal Pendidikan Perspektif Ilmu Pendidikan JUTECH : Journal Education and Technology Jurnal Psikologi dan Konseling West Science TOFEDU: The Future of Education Journal
Fawwaz Adzansyah Islamy
Universitas Muhammadiyah Purwokerto
Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Other

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Growth Mindset and AI Generative Dependency among Students: The Role of Achievement Goal Orientations Fawwaz Adzansyah Islamy; Fiki Febriani; Puspita Sari; Herdian Herdian
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9285

Abstract

The increasing integration of generative artificial intelligence (GenAI) in education has raised concerns regarding students’ potential dependency on these technologies. This study examines the relationships between growth mindset, achievement goal orientations, and generative AI dependency among secondary school students in Indonesia. A total of 191 students (junior high school = 180; senior high school = 11) were selected using purposive sampling based on prior experience using GenAI for academic purposes. Using a quantitative cross-sectional survey and Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS 4, generative AI dependency was operationalized as psychological dependency characterized by cognitive preoccupation, negative consequences, and withdrawal. The results indicate that growth mindset significantly predicts mastery goal orientation (β = 0.304, p 0.001) and performance goal orientation (β = 0.284, p 0.001), but does not directly predict generative AI dependency (β = 0.055, p = 0.599). In addition, mastery goal orientation (β = −0.213, p = 0.115) and performance goal orientation (β = 0.110, p = 0.469) do not significantly predict generative AI dependency. The structural model explains a limited proportion of variance in generative AI dependency (R² = 0.032). These findings suggest that motivational constructs such as growth mindset and achievement goal orientations are associated with students’ learning orientations but are insufficient to explain dependency-related engagement with generative AI. The study highlights the need for future research to incorporate regulatory and epistemic factors to better understand students’ dependency on GenAI in educational contexts.
Validasi Awal Instrumen Spiritual Coping pada Mahasiswa Menggunakan Confirmatory Factor Analysis Berbasis CB-SEM Fawwaz Adzansyah Islamy; Herdian Herdian; Retno Dwiyanti
Jurnal Psikologi dan Konseling West Science Vol 4 No 02 (2026): Jurnal Psikologi dan Konseling West Science
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/jpkws.v4i02.3562

Abstract

Penelitian ini bertujuan untuk melakukan validasi awal Instrumen Spiritual Coping Mahasiswa menggunakan Confirmatory Factor Analysis berbasis Covariance-Based Structural Equation Modeling (CB-SEM). Penelitian ini menggunakan pendekatan kuantitatif dengan desain validasi instrumen. Partisipan penelitian berjumlah 162 mahasiswa yang dipilih menggunakan teknik convenience sampling. Instrumen awal terdiri atas 24 item yang disusun berdasarkan empat dimensi teoritis, yaitu Personal, Religius, Sosial, dan Eksistensial. Validitas isi diuji menggunakan Aiken’s V, sedangkan validitas konstruk dianalisis melalui CFA berbasis CB-SEM dengan bantuan SmartPLS. Hasil uji validitas isi menunjukkan bahwa seluruh item memiliki nilai Aiken’s V antara 0,81 sampai 1,00, sehingga dinyatakan layak secara isi. Hasil CFA awal menunjukkan bahwa model empat dimensi belum memenuhi kriteria goodness of fit secara memadai. Setelah dilakukan evaluasi indikator, dimensi Personal dikeluarkan dari model karena tidak memiliki dukungan loading yang cukup. Model akhir terdiri atas tiga dimensi, yaitu Religius, Sosial, dan Eksistensial, dengan masing-masing tiga indikator. Model akhir menunjukkan goodness of fit yang memadai, dengan nilai Chi-square/df = 1,828, RMSEA = 0,071, SRMR = 0,055, GFI = 0,944, TLI = 0,917, dan CFI = 0,945. Seluruh indikator akhir memiliki loading di atas 0,50 dan validitas diskriminan terpenuhi berdasarkan HTMT. Namun, reliabilitas dan validitas konvergen pada dimensi Religius dan Sosial belum sepenuhnya memenuhi kriteria ideal. Dengan demikian, Instrumen Spiritual Coping Mahasiswa menunjukkan bukti awal yang menjanjikan, tetapi masih memerlukan revisi item dan validasi lanjutan sebelum digunakan secara luas.
Between Convenience and Dependence: A Phenomenological Study of Students Ambivalent Experiences with Artificial Intelligence in Academic Assignments Fawwaz Adzansyah Islamy; Andri Setiyawan; Rr Setyawati
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.6

Abstract

The development of artificial intelligence (AI) has changed the way students complete academic assignments. AI facilitates students' understanding of course materials, helps them search for references, organize writing, and complete assignments more efficiently. However, AI use also raises issues related to dependence, reduced independent learning, self-doubt about academic ability, and ethical awareness in academic practice. This study aims to understand how accounting students make sense of convenience and dependence in using AI for academic assignments. The study employed a qualitative approach with a phenomenological design. The participants were four students from the Accounting Study Program who had experience using AI in completing academic assignments. Data were collected through semi-structured interviews and analyzed using principles of phenomenological analysis. The findings revealed five main themes: AI as a companion in completing academic assignments; AI as a shortcut when facing academic difficulties; a shift in learning from independent information seeking to immediate assistance; dependence, self-doubt, and emotional ambivalence; and ethical awareness and concerns about professional competence. The essence of the participants' experience reflects an ambivalence between convenience and dependence. AI helps students complete assignments more quickly and with greater confidence, but it also makes them increasingly accustomed to relying on AI and reduces their effort to think independently. These findings emphasize the importance of using AI critically, proportionally, and responsibly so that AI remains a learning companion rather than a substitute for students' thinking processes.
ARTIFICIAL INTELLIGENCE DAN SELF-REGULATED LEARNING: TELAAH EPISTEMOLOGIS PERSPEKTIF TEORI BARAT DAN FILSAFAT ISLAM Fawwaz Adzansyah Islamy; Mugiarti Nur Fadlilah; Rr Setyawati
JUTECH : Journal Education and Technology Vol 6, No 2 (2025): JUTECH DESEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jutech.v6i2.5979

Abstract

The development of artificial intelligence in higher education has transformed the ways students access, process, and construct knowledge, thereby generating significant epistemic implications for self-regulated learning. This article aims to examine the relationship between AI and self-regulated learning from an epistemological perspective by integrating Western theories and Islamic philosophy. The study employs a systematic literature review of scholarly publications from 2021 to 2025 that address artificial intelligence, self-regulated learning, and epistemic cognition among university students. The findings indicate that, from a Western perspective, AI is conceptualized as a cognitive and metacognitive tool that supports planning, monitoring, and reflective learning through adaptive feedback and personalized learning experiences. However, uncritical use of AI may weaken students’ epistemic agency and foster cognitive dependency. From the perspective of Islamic philosophy, AI is positioned as a wasilah (means) that holds epistemic value when used ethically and guided by intention (niyyah), moral conduct (akhlaq), and moral responsibility. This article underscores that the epistemic value of AI is not inherent in the technology itself, but is determined by the quality of students’ self-regulated learning and their epistemic awareness as learning subjects.
Emotional Intelligence and Participation in Dhuha Prayer at the Class Level: A Descriptive Correlational Study among Islamic Junior High School Students Fawwaz Adzansyah Islamy; Yatny Mariam Lestari; Fiki Febriani; Nur’aeni Nur’aeni
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1705

Abstract

Emotional intelligence (EI) plays a crucial role in students’ character development and academic success. In the context of Islamic education, religious habituation such as Dhuha prayer is viewed not only as a spiritual practice but also as a means of strengthening self-regulation and emotional management. This study aimed to examine the relationship between emotional intelligence and participation in Dhuha prayer at the classroom level in an Islamic junior secondary school (Madrasah Tsanawiyah). The study employed a quantitative approach with a descriptive-correlational design. The population consisted of all students of MTs Muhammadiyah 04 Purbalingga, with a sample of 113 students selected through convenience sampling. Emotional intelligence was measured using the Emotional Intelligence Scale (EIS), while data on Dhuha prayer participation were obtained from class attendance records. Data analysis was conducted at the classroom level by calculating the mean EI scores and average Dhuha prayer participation, followed by Spearman correlation analysis. The results revealed a very strong positive association between mean emotional intelligence and Dhuha prayer participation across classes (ρ = 1.00; N = 3). This association reflects a consistent pattern at the class level and should be interpreted cautiously due to the limited number of analytical units and the correlational nature of the study.  This research contributes theoretically to the literature on emotional intelligence and religious practices and provides practical implications for strengthening character education through structured religious habituation programs in schools.
Co-Authors Andri Setiyawan Fiki Febriani Herdian Mugiarti Nur Fadlilah Nur’aeni Nur’aeni Puspita Sari Retno Dwiyanti Rr Setyawati Rr Setyawati Yatny Mariam Lestari