The Paradox of AI-Assisted Learning: Analyzing Self-Regulated Learning Readiness Toward the Authenticity of Coding and AI Learning Outcomes
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.
Fatmalia Nur Prihastuti, Mukhammad Luqman Hakim, Edward Harefa
· Jurnal Pendidikan Progresif · 0 citations