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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "the paradox of ai-assisted learning" : 1 Documents clear
The Paradox of AI-Assisted Learning: Analyzing Self-Regulated Learning Readiness Toward the Authenticity of Coding and AI Learning Outcomes Fatmalia Nur Prihastuti; Mukhammad Luqman Hakim; Edward Harefa
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1849-1863

Abstract

This study examines how self-regulated learning (SRL) readiness relates to learning outcomes when students work with AI assistance versus when AI is withheld, in the KKA (Komputer, Koding, dan Kecerdasan Buatan) subject. A second aim is to propose and test the construct of pseudo self-regulated learning (pseudo-SRL) within prompt engineering tasks for AI-based image generation using Google Gemini. This quantitative correlational study involved 33 grade XI students at a senior high school based in a pesantren. Each student completed a 29-item SRL questionnaire, an AI-assisted practical test in which students created and revised prompts to generate and edit images, and a closed-book written test on prompt structure, AI limitations, and ethics, completed without AI support, as in a mid-semester test. Descriptive statistics, Pearson correlation, paired-samples t-tests, and one-way ANOVA were used to analyze the data. Students scored markedly higher on the practical task (M = 78.8) than on the written test (M = 60.8), producing a performance-knowledge gap of t(32) = 7.63, p < .001, 95% CI [13.2, 22.8]. SRL showed only a weak, non-significant relationship with written test performance (r = .298, p = .092) and with practical scores (r = .125, p = .487); practical and written scores were themselves significantly correlated (r = .661, p < .001). The gap was descriptively narrowest among students with high SRL (12.0 points), though a one-way ANOVA showed this difference across SRL tertiles was not statistically significant, F(2,30) = 1.81, p = .181. No participants met the operational criteria for pseudo-SRL, and an exploratory clustering analysis also found no natural pseudo-SRL profile, suggesting that other factors drove the performance-knowledge gap. The paradox of AI-assisted learning also affects prompt-engineering tasks in KKA. We refer to students who fail to translate their metacognitive self-reports into an autonomous understanding of prompting principles as pseudo-SRL; this gap is masked by their proficiency with AI tools. Assessment designs that combine behavior-based self-regulation measures with both AI-assisted and AI-free tasks might be valuable in programming and AI education. The results point to the need for KKA curriculum designers to incorporate dual-assessment models that differentiate between independent mastery of concepts and performance with AI assistance, to allow AI tools to augment rather than substitute for foundational knowledge.Keywords: Generative AI, self-regulated learning, pseudo-SRL, programming education, performance-knowledge gap.

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