INTENSITAS PENGGUNAAN CHATGPT TERHADAP KETERGANTUNGAN KOGNITIF GENERASI Z JAKARTA SELATAN
Article Sidebar
Main Article Content
Abstract
ABSTRAK
Penelitian ini bertujuan untuk menganalisis hubungan antara intensitas penggunaan ChatGPT dan ketergantungan kognitif pada Generasi Z di Jakarta Selatan. Sebanyak 107 responden dilibatkan melalui penyebaran kuesioner yang mengukur frekuensi penggunaan ChatGPT serta kecenderungan ketergantungan dalam proses berpikir. Analisis dilakukan melalui uji linearitas, koefisien determinasi, dan uji t parsial. Hasil penelitian menunjukkan bahwa hubungan antara kedua variabel bersifat linear dan signifikan, dengan intensitas penggunaan memberikan kontribusi terhadap peningkatan ketergantungan kognitif meskipun bukan menjadi satu-satunya faktor yang memengaruhi. Uji t mengonfirmasi bahwa semakin tinggi intensitas penggunaan, semakin besar kecenderungan individu untuk mengalihkan sebagian proses berpikirnya kepada sistem AI. Temuan ini menunjukkan bahwa penggunaan ChatGPT berpotensi membentuk pola ketergantungan kognitif pada generasi muda, terutama ketika digunakan secara intens tanpa keterampilan literasi digital yang memadai. Oleh karena itu, diperlukan upaya peningkatan literasi digital dan kemampuan berpikir kritis untuk memastikan pemanfaatan ChatGPT secara seimbang dan tetap mendukung kemandirian kognitif.
Kata kunci: ChatGPT, Generasi Z, Ketergantungan kognitif, Kecerdasan buatan.
ABSTRACT
This study aims to examine the relationship between the intensity of ChatGPT usage and cognitive dependence among Generation Z in South Jakarta. A total of 107 respondents participated through a questionnaire measuring their frequency of interaction with ChatGPT and their tendency to rely on the system during thinking processes. Data were analyzed using linearity tests, the coefficient of determination, and partial t-tests. The results show that the relationship between both variables is linear and statistically significant, indicating that higher usage intensity contributes to increased cognitive dependence, although it is not the only influencing factor. The partial t-test confirms that individuals who frequently use ChatGPT are more likely to shift portions of their cognitive activities to the AI system. These findings suggest that intensive use of generative AI may shape cognitive patterns among young users. Therefore, strengthening digital literacy and critical thinking skills is essential to ensure balanced and responsible use of ChatGPT.
Keywords: Chatgpt, Generation Z, Cognitive Dependence, Artificial Intelligence.
Article Details
Dwivedi, Y. K., et al. (2023). So what if ChatGPT wrote it? Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Gema. (2022). Masalah Penggunaan Ciptaan Sebagai Data Masukan Dalam Pengembangan Artificial Intelligence Di Indonesia. Technology and Economics Law Journal, 1(1). https://doi.org/10.21143/TELJ.vol1.no1.1000
Oliński, M., & Sieciński, K. (2025). Youth and ChatGPT: Perceptions of usefulness and usage patterns of Generation Z in Polish higher education. Youth, 5(4), 106. https://doi.org/10.3390/youth5040106
Paul, R., & Elder, L. (2014). Critical thinking: Tools for taking charge of your learning and your life. Pearson Education.
Risko, E. F., & Gilbert, S. J. (2016). Cognitive offloading. MIT Press.
Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958. https://doi.org/10.1016/j.chb.2012.12.001
Savin, P. S., Rusu, G., Prelipcean, M., & Barbu, L. N. (2024). Cognitive Shifts: Exploring the Impact of AI on Generation Z and Millennials. Proceedings of PICBE 2024. https://doi.org/10.2478/picbe-2024-0019
Taber, K. S. (2018). The Use of Cronbach's Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Zhai, C., et al. (2024). The effects of over-reliance on AI dialogue systems on students' critical cognitive capabilities. Smart Learning Environments, 11, 1–20. https://doi.org/10.1186/s40561-024-00316-7
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.