<![CDATA[This test examines the empirical effect of ChatGPT utilization on gaining knowledge of consequences amongst steerage and Counseling university students at UIN Sjech M. Djamil Djambek Bukittinggi. The rapid integration of generative Artificial Intelligence (AI) in higher education has created pedagogical opportunities while also raising concerns about students’ cognitive independence and learning processes.The use of a quantitave associative-casual layout, the observe worried 231 undergraduate collage student selected thru proportionate stratified random sampling from a populace of 546 students in the 2022, 2023, and 2024 cohorts.Data were collected through two self-administered questionnaires using a five-point Likert scale. The ChatGPT usage instrument was developed based on the Technology Acceptance Model (TAM), while the learning outcomes instrument was based on Bloom’s Taxonomy. Both instruments demonstrated high reliability, with Cronbach’s alpha coefficients of 0.950 and 0.975, respectively. Statistics analysis and classical assumption trying out had been performed the usage of IBM SPSS facts version 26 and Microsoft exel. Descriptive findings showed that ChatGPT usage among students had a mean score of 99.93, while learning outcomes had a mean score of 234.77; both were categorized as moderate. Prerequisite tests indicated normally distributed residuals (p = 0.200 > 0.05) and a linear relationship among variables (F = 81.690, p = 0.000). Simple linear regression results showed a significant positive effect of ChatGPT usage on learning outcomes (t = 8.898 > 1.652; p < 0.05). The coefficient of determination indicated that ChatGPT utilization accounted for 25.7% of the variance in learning consequences,whereas 74.3% was influenced by other factors. Thus, ChatGPT can serve as a productive supplementary cognitive resource when accompanied by independent reflection and active learning.]]>
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