Penguatan Literasi Akademik dan Literasi AI melalui Pendampingan Hybrid Penulisan Skripsi

Baso Asrul N Bena, Firdha Razak, Ilman Indra Ansyari, Ervianti Ervianti, Muh. Putra Pratama

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ABSTRAK

 

Kesulitan dalam menentukan topik, menyusun latar belakang, mencari referensi, serta menggunakan kecerdasan buatan secara tepat masih menjadi hambatan bagi mahasiswa dalam menyelesaikan skripsi. Kegiatan pengabdian ini bertujuan meningkatkan literasi akademik dan literasi AI melalui pendampingan penulisan skripsi berbasis hybrid. Kegiatan diawali dengan pertemuan tatap muka bersama mahasiswa Program Studi Teknologi Pendidikan UKI Toraja di Makale, kemudian dilanjutkan secara daring melalui Zoom dengan melibatkan mahasiswa STKIP Andi Matappa. Pendampingan meliputi pemetaan kebutuhan, penyampaian materi, latihan penyusunan skripsi, pengelolaan referensi, penggunaan AI secara kritis, diskusi, serta pemberian umpan balik. Evaluasi dilakukan menggunakan angket awal dan akhir dengan skala 1–5. Dari 72 responden yang dianalisis, rerata kemampuan penulisan skripsi meningkat dari 3,28 menjadi 4,34 (p < 0,001; d_z = 1,34), sedangkan literasi dan pemanfaatan AI meningkat dari 3,60 menjadi 4,36 (p < 0,001; d_z = 0,84). Rerata kesiapan dan motivasi mencapai 4,38, serta kepuasan peserta 4,37. Hasil ini menunjukkan bahwa pendampingan hybrid efektif meningkatkan kemampuan akademik dan penggunaan AI secara bertanggung jawab.

 

Kata Kunci: Literasi Akademik, Literasi AI, Pendampingan Hybrid, Penulisan Skripsi, Mahasiswa.

 

 

ABSTRACT

 

Difficulties in selecting a topic, developing the background section, finding references, and using artificial intelligence appropriately remain obstacles for students in completing their undergraduate theses. This community engagement program aimed to improve academic literacy and AI literacy through hybrid-based thesis-writing mentoring. The program began with a face-to-face session involving students from the Educational Technology Study Program at UKI Toraja in Makale, followed by online sessions via Zoom involving students from STKIP Andi Matappa. The mentoring activities included needs assessment, material presentation, thesis-writing practice, reference management, critical use of AI, discussion, and feedback. Evaluation was conducted using pre- and post-program questionnaires on a five-point scale. Among the 72 respondents analyzed, the mean score for thesis-writing skills increased from 3.28 to 4.34 (p < .001; d_z = 1.34), while the mean score for AI literacy and utilization increased from 3.60 to 4.36 (p < .001; d_z = 0.84). The mean score for readiness and motivation reached 4.38, while participant satisfaction reached 4.37. These findings indicate that hybrid mentoring was effective in improving students’ academic skills and promoting the responsible use of AI.

 

Keywords: Academic Literacy, AI Literacy, Hybrid Mentoring, Thesis Writing, University Students.


Kata Kunci


Literasi akademik; literasi AI; pendampingan hybrid; penulisan skripsi; mahasiswa

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Referensi


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DOI: https://doi.org/10.33024/jkpm.v9i8.27120

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