ChatGPT Usage Behavior as a Digital Learning Medium among High School Students in Indonesia

Marlyen Sharly Sapulette; Titus Gaite; Susi Anita Patmawati; Jumiati Tuharea

doi:10.35445/alishlah.v18i2.9742

ChatGPT Usage Behavior as a Digital Learning Medium among High School Students in Indonesia

Marlyen Sharly Sapulette, Titus Gaite, Susi Anita Patmawati, Jumiati Tuharea

Abstract

The growing use of ChatGPT in secondary education has raised concerns about students’ academic dependency, digital ethics, and critical learning behavior. However, empirical studies examining ChatGPT usage among Indonesian high school students remain limited.This study employed a quantitative descriptive-correlational design involving 120 high school students from four schools in Ambon City, Indonesia. Data were collected using a 15-item Likert-scale questionnaire measuring ChatGPT usage behavior. The instrument assessed four dimensions: usage intensity, academic dependency, ethical attitude, and perceived impact. Reliability was examined using Cronbach’s alpha, while exploratory factor analysis and Spearman’s rank correlation were used to evaluate the structure and relationships among indicators.The questionnaire demonstrated high internal consistency, with a Cronbach’s alpha of 0.932. Exploratory factor analysis indicated a four-factor structure comprising usage intensity, academic dependency, ethical attitude, and impact of use, explaining 64.408% of the total variance. Spearman correlation analysis showed positive relationships among most indicators, ranging from very weak to strong. Strong associations were observed between reliance on ChatGPT and reduced learning effort, as well as between academic dependency and perceived weakening of critical reasoning.These findings suggest that ChatGPT use among high school students is not merely a technological learning practice but is also associated with academic independence, ethical awareness, and critical thinking. Since this study used a correlational design, the findings should not be interpreted causally. Schools should strengthen AI literacy, digital ethics education, and teacher-guided use of generative AI in learning.

Keywords

ChatGPT; digital learning; high school students; usage behavior

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DOI: https://doi.org/10.35445/alishlah.v18i2.9742