The Relationship between the Utilization of Artificial Intelligence Technology and the Learning Independence of STIKes Muhammadiyah Bojonegoro Students

Abstract

This study aims to analyze the relationship between the use of Artificial Intelligence (AI) technology and the learning independence of STIKes Muhammadiyah Bojonegoro students. The research used a quantitative approach with a cross-sectional analytical survey design. Out of the 158 responses collected, 13 multiple responses were issued so that 145 unique and complete responses were analyzed. The instrument consists of 25 five-level Likert scale items that measure usage intensity, utilization patterns, ease, effectiveness, dependence on AI, and learning independence. Data were analyzed using descriptive statistics, item-total correlation, Cronbach's Alpha, multiple linear regression of the Enter method, and bootstrap BCa as many as 5,000 resamples. The regression model was significant, F(5.139) = 8.240, p < 0.001, with R2 = 0.229 and adjusted R2 = 0.201. The intensity of AI use was positively and significantly related to learning independence, while the patterns of utilization, ease, and effectiveness did not show a significant partial relationship. The reliance on AI shows indications of negative relationships that need to be interpreted carefully as the significance of bootstrap is at a marginal boundary. Research concludes that AI can support independent learning when used as an aid, not as a substitute for students' thinking processes. Universities need to strengthen AI literacy, information verification, academic integrity, and process-based assessments.