Integrasi Kecerdasan Buatan Dalam Pembelajaran Menulis Untuk Meningkatkan Keterampilan Menulis Siswa SMPN 16 Makassar
DOI:
https://doi.org/10.64690/jhuse.v2i7.942Keywords:
Writing Instruction, Writing Skills, Junior High School Students, AI Literacy, Artificial IntelligenceAbstract
This study aimed to analyze the integration of artificial intelligence (AI) in writing instruction and its contribution to improving students’ writing skills at SMPN 16 Makassar. The study employed a quantitative approach with a one-group pretest-posttest design. The participants were 30 seventh-grade students from class VII-1. Data were collected through a writing skills test covering content and idea development, organization, language use, vocabulary, mechanics, and creativity and ownership. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-samples t-test, and N-Gain analysis. The findings showed that the students’ mean writing score increased from 62.47 in the pretest to 82.13 in the posttest, representing a mean difference of 19.66 points. The paired-samples t-test yielded t=14.38 with a significance value of <0.001, indicating a significant difference between students’ writing skills before and after AI-integrated instruction. The N-Gain score of 0.52 was categorized as moderate. Improvements were observed across all assessed writing aspects, particularly content and idea development and text organization. AI integration through idea development, drafting, feedback, revision, editing, and reflection can support the writing learning process. However, AI use should remain guided by teachers to maintain students’ creativity, ownership, critical thinking, and responsibility for their written work.
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