Pengaruh LMS (ELENA), Collaborative Learning, Intensitas Penggunaan AI Terhadap Prestasi Belajar melalui Self-Efficacy

Jessica Artya Sevira; Ahmad Nurkhin

doi:10.51574/jrip.v6i3.5868

Authors

Jessica Artya Sevira Accounting Education Study Program, Faculty of Economic and Bussines, Universitas Negeri Semarang, Indonesia
Ahmad Nurkhin Accounting Education Study Program, Faculty of Economic and Bussines, Universitas Negeri Semarang, Indonesia

Keywords:

Collaborative Learning, Self Efficacy, Prestasi Belajar, LMS, Artificial Intelligence

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh Learning Management System (LMS), collaborative learning, dan intensitas penggunaan Artificial Intelligence (AI) terhadap prestasi belajar mahasiswa, baik secara langsung maupun tidak langsung melalui self-efficacy sebagai variabel mediasi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain asosiatif kausal. Populasi penelitian terdiri atas 285 mahasiswa Program Studi Pendidikan Akuntansi Universitas Negeri Semarang, dengan 272 mahasiswa aktif sebagai responden. Data dikumpulkan melalui kuesioner menggunakan skala Likert lima poin dan dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) dengan bantuan SmartPLS 4.0. Hasil penelitian menunjukkan bahwa LMS (β = 0,253; t = 4,444; p < 0,001), collaborative learning (β = 0,131; t = 2,263; p = 0,024), dan intensitas penggunaan AI (β = 0,177; t = 3,326; p = 0,001) berpengaruh positif dan signifikan terhadap prestasi belajar. Ketiga variabel tersebut juga berpengaruh positif dan signifikan terhadap self-efficacy, yaitu LMS (β = 0,204; t = 3,669; p < 0,001), collaborative learning (β = 0,267; t = 5,054; p < 0,001), dan intensitas penggunaan AI (β = 0,235; t = 4,547; p < 0,001). Selanjutnya, self-efficacy berpengaruh positif dan signifikan terhadap prestasi belajar (β = 0,161; t = 2,488; p = 0,013). Pengujian mediasi menunjukkan bahwa self-efficacy memediasi pengaruh LMS (β = 0,033; t = 1,989; p = 0,047), collaborative learning (β = 0,043; t = 2,078; p = 0,038), dan intensitas penggunaan AI (β = 0,038; t = 2,198; p = 0,028) terhadap prestasi belajar. Model penelitian menjelaskan 18,7% variasi self-efficacy dan 20,1% variasi prestasi belajar. Kontribusi penelitian ini terletak pada pengintegrasian aspek teknologi pembelajaran, strategi pembelajaran kolaboratif, dan pemanfaatan AI dalam satu model dengan self-efficacy sebagai mekanisme mediasi untuk menjelaskan prestasi belajar mahasiswa Pendidikan Akuntansi.

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