PENGARUH GenAI DEPENDENCY TERHADAP PRESTASI AKADEMIK MAHASISWA: MEDIASI SELF-EFFICACY DAN MODERASI AI LITERACY

Abstract

The development of Generative Artificial Intelligence (GenAI) in educational environments has provided students with convenience in accessing information, completing academic tasks, and supporting learning activities. However, excessive use of GenAI may lead to dependency that potentially reduces students’ cognitive engagement during the learning process. This study aims to analyze the effect of GenAI dependency on students’ academic achievement by considering self-efficacy as a mediating variable and AI literacy as a moderating variable. This research employed a quantitative approach using a survey method involving 200 undergraduate students at Universitas Sebelas Maret. Data were collected through a questionnaire using a 5-point Likert scale. The data were analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM) with SmartPLS software. The results indicate that GenAI dependency has a negative effect on students’ academic achievement. Furthermore, self-efficacy plays a significant mediating role in explaining the relationship between GenAI dependency and academic achievement. AI literacy also moderates the relationship between GenAI dependency and self-efficacy as well as the relationship between GenAI dependency and academic achievement. These findings highlight that AI literacy is an important factor in enabling students to utilize GenAI effectively, allowing this technology to support learning processes without creating excessive dependency.