MODEL STRUKTURAL SEM-PLS: INTELLIGENT TUTORING SYSTEMS DAN ADAPTIVE LEARNING SYSTEMS DALAM KAITANNYA DENGAN KREATIVITAS BELAJAR MAHASISWA
DOI:
https://doi.org/10.37606/jaeis.v4i1.298Keywords:
Intelligent Tutoring Systems, Adaptive Learning Systems, Kreativitas Belajar, Kecerdasan Buatan, SEM-PLS, Learning Creativity, Artificial IntelligenceAbstract
ABSTRAK
Penelitian ini bertujuan untuk menganalisis pengaruh Intelligent Tutoring Systems (ITS) dan Adaptive Learning Systems (ALS) terhadap kreativitas belajar mahasiswa. Penerapan kecerdasan buatan dalam pendidikan, khususnya melalui ITS dan ALS, telah menunjukkan potensi besar dalam meningkatkan pengalaman belajar yang personal dan adaptif. Namun, keterkaitan langsung antara kedua sistem tersebut dengan kreativitas mahasiswa masih jarang diteliti secara mendalam. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei dan teknik analisis Structural Equation Modeling–Partial Least Squares (SEM-PLS). Sampel penelitian adalah 83 mahasiswa aktif dari Jurusan Pendidikan Ekonomi Universitas Negeri Manado yang dipilih dengan teknik total sampling. Data dikumpulkan menggunakan kuesioner skala Likert dan dianalisis menggunakan SmartPLS untuk menguji validitas, reliabilitas, serta hubungan antarvariabel. Hasil penelitian menunjukkan bahwa baik ITS maupun ALS berpengaruh positif dan signifikan terhadap kreativitas belajar mahasiswa, dengan ALS memiliki pengaruh yang lebih dominan (koefisien 0,460) dibandingkan ITS (koefisien 0,407). Temuan ini menegaskan bahwa sistem pembelajaran berbasis AI berkontribusi nyata dalam mendorong pemikiran kreatif mahasiswa. Penelitian ini merekomendasikan pengembangan dan integrasi ITS dan ALS secara lebih luas dalam sistem pendidikan tinggi guna mendukung pengembangan keterampilan abad ke-21, khususnya kreativitas.
Kata kunci: Intelligent Tutoring Systems; Adaptive Learning Systems; Kreativitas Belajar; Kecerdasan Buatan; SEM-PLS
ABSTRACT
This study aims to analyze the effect of Intelligent Tutoring Systems (ITS) and Adaptive Learning Systems (ALS) on students' learning creativity. The application of artificial intelligence in education, especially through ITS and ALS, has shown great potential in improving personalized and adaptive learning experiences. However, the direct relationship between the two systems and students' creativity has rarely been studied in depth. This study uses a quantitative approach with a survey method and Structural Equation Modeling–Partial Least Squares (SEM-PLS) analysis technique. The research sample was 83 active students from the Department of Economics Education, Manado State University, who were selected using a total sampling technique. Data were collected using a Likert scale questionnaire and analyzed using SmartPLS to test validity, reliability, and relationships between variables. The results showed that both ITS and ALS had a positive and significant effect on students' learning creativity, with ALS having a more dominant effect (coefficient 0.460) compared to ITS (coefficient 0.407). This finding confirms that AI-based learning systems contribute significantly to encouraging students' creative thinking. This study recommends the development and integration of ITS and ALS more widely in the higher education system to support the development of 21st century skills, especially creativity.
Keywords: Intelligent Tutoring Systems; Adaptive Learning Systems; Learning Creativity; Artificial Intelligence; SEM-PLS
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