Rasionalisasi dan Kemampuan Mahasiswa dalam Menggunakan Generative Artificial Intelligence pada Tugas Akademik Berbasis Tulisan

Hanum, Lathifah (2026) Rasionalisasi dan Kemampuan Mahasiswa dalam Menggunakan Generative Artificial Intelligence pada Tugas Akademik Berbasis Tulisan. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

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Abstract

The growing use of Generative Artificial Intelligence (GenAI) in higher education has changed the way students complete academic writing assignments and has raised questions about the limits of its use. Previous studies have examined AI use largely through quantitative approaches, so relatively little is known about how students construct their reasons for using GenAI and how they describe their ability to use it. This study analyses students' rationalization and capability in using GenAI for academic writing assignments from the perspective of two elements of Fraud Diamond Theory. A descriptive qualitative approach involved 14 active students of the Faculty of Science and Technology at UIN Imam Bonjol Padang from the Information Systems and Mathematics study programmes, in semesters four to eight, selected through purposive and snowball sampling. Data were collected through semi-structured interviews, supported by researcher notes and screenshots of participants' interactions with GenAI, and analysed thematically following Braun and Clarke. Trustworthiness was addressed through comparison across participants, member checking with five participants, peer debriefing, and an audit trail. The findings show four patterns of rationalization: normalising the use of GenAI, setting personal limits of acceptable use, justifying use on the basis of the conditions faced, and treating the social environment as both a route of introduction and a basis for justification. Capability is described through four forms: composing clear and contextual prompts, developing the interaction in stages, examining and evaluating GenAI output, and adapting that output to the assignment. Several participants recognised that their use had exceeded the limits they had set for themselves, although this awareness did not always change their habits. This study does not measure academic dishonesty, and capability is described based on the students' accounts rather than directly tested. The findings underline the need for institutional guidance on GenAI use that upholds academic integrity.

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