DETERMINING FACTORS IN THE UTILIZATION OF ARTIFICIAL INTELLIGENCE: PERCEPTIONS AND BEHAVIORS OF PROSPECTIVE PRIMARY SCHOOL TEACHERS IN COMPLETING SCIENCE ASSIGNMENTS

Year 2025, Volume: 14 Issue: 3, 151 - 167, 30.09.2025

Thoriqi Firdaus , Noura Aulya Damayanti Rika Nur Hamida , Roukhil Ummu Hani' Najwa Salma Khoirun Nisa

https://doi.org/10.55020/iojpe.1626491

Abstract

Artificial Intelligence (AI) holds significant potential to transform education, particularly in teaching methodologies and task completion. This study aims to identify the factors influencing the perceptions and behaviors of elementary education students in utilizing ChatGPT and Gemini to complete science-related assignments. The research design employs a quantitative approach with both descriptive and causal methodologies. Data testing and analysis are conducted using Structural Equation Modeling (SEM), P-value, and Prediction-Oriented Segmentation (POS). Path analysis results reveal that perceived benefits significantly impact perception (.403) and behavior (.406). AI effectiveness significantly affects perception (.303) but minimally influences behavior (.018). Preference for AI usage positively influences behavior (.305), whereas dependence on AI negatively impacts perception (-.050). Restrictions on AI usage reduce perception (-.077) but increase behavior (.115). The p-value analysis indicates that the perceived benefits of AI use significantly influence behavior (.000) and perception (.000), supporting the hypothesis that perceived benefits play a crucial role in enhancing AI adoption and fostering positive attitudes toward its use. Conversely, AI effectiveness significantly affects perception (.000) but not behavior (.862). Dependence, restrictions, and the impact of AI show no significant effects on either behavior or perception, except for AI usage preferences, which significantly influence behavior (.033). Segment analysis reveals that perceived benefits influence behavior in Segment 1 (.510) and perception in Segment 2 (.493). AI effectiveness negatively impacts behavior in Segment 2 (-.633) but shows moderate effects in Segment 1 (.214). Preferences for AI usage exert a more substantial influence on behavior in Segment 2 (.614), while the effects of dependence and restrictions vary across segments. The perceived benefits of AI encourage technology adoption among students, while dependence and restrictions introduce complexities in formulating AI based educational policies.

Keywords

Artificial intelligence , ChatGPT , gemini , behaviors.

Ethical Statement

This research was conducted with the permission obtained from the Ethics Committee of PT. Komunitas Peneliti Alinea, dated 01.11. 2024. Furthermore, all publication ethics were adhered to at every stage of the research. The authors declare that they have no conflict of interest.

Supporting Institution

KOPI ALINEA (Komunitas Peneliti Akademi Literasi Sains dan Budaya)

Thanks

We extend our gratitude to KOPI ALINEA (Komunitas Peneliti Akademi Literasi Sains dan Budaya) for facilitating this research process. The support provided, including access to discussions, references, and feedback, has been instrumental in developing ideas and completing this study. The presence of KOPI ALINEA as a space for collaboration and learning has been a vital part of this research journey. We hope this community continues to grow and provide valuable benefits to other researchers in the future.

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