| dc.description.abstract | This study aims to explore the use of ChatGPT among undergraduate students at Universitas Islam Malang by distinguishing the experiences of high- achieving students with a Grade Point Average (GPA) of 3.50 or higher and low- achieving students with a GPA below 3.50 in the process of thesis writing. The objective of this research is to describe how each group utilizes ChatGPT across different stages of thesis composition and to identify the similarities and differences in their motivations, strategies, and practices.
To achieve these objectives, the research employed a qualitative design using semi-structured interviews with six respondents, consisting of four male and two female students. Data were collected through semi-structured interviews and analyzed using thematic analysis to capture the lived experiences of both high and low achievers. This methodological approach allowed the researcher to gain a nuanced understanding of how achievement levels influence the adoption and application of ChatGPT in thesis writing.
The findings reveal that high-achieving students used ChatGPT selectively and critically, mainly for literature review, paraphrasing, and language refinement, with an average frequency of two to three times per week. In contrast, low- achieving students demonstrated broader but less critical reliance, using ChatGPT across multiple thesis chapters including the introduction, literature review, methodology, and discussion, with an average frequency of five to six times per week. Both groups shared a similarity in employing ChatGPT for literature-related tasks, but they differed in their level of critical evaluation and validation of AI outputs. High-achievers consistently cross-checked and refined the generated content, while low-achievers tended to adopt it with minimal modification.
In conclusion, this study highlights that achievement level significantly shapes students’ engagement with ChatGPT in thesis writing. High-achievers integrate the tool as a supportive aid to enhance originality and maintain academic integrity, whereas low-achievers risk dependency and reduced independent scholarly practices. These insights underscore the importance of developing targeted digital literacy programs and ethical guidelines to ensure responsible and equitable use of AI tools in higher education.
Keywords: ChatGPT, undergraduate thesis, high achievers, low achievers, academic writing. | en_US |
