Virtual Tutor, Digital Natives and AI: Analyzing the impact of ChatGPT on academia in Indonesia
Open accessAbstract
One of the chatbots of AI is ChatGPT which is emerging in academia for classwork, enhancing knowledge, and promoting the concept of learning through machine learning, which requires human intelligence . This study employed sequential explanatory design and conducted multiple in-depth interviews from two public universities of Indonesia to analyze the perception of students, teachers, and staff regarding the usage of ChatGPT. The study concludes that ChatGPT has substantial promise in revolutionizing higher education by offering an array of invaluable contributions. Teachers and students use it for different purposes, including research, exam preparation, and knowing future predictions about certain issues. The adaptation of ChatGPT generates personalized as well as tailored learning styles, which may generate explanations and create preferences for material and diverse information. On one hand, the usage of ChatGPT is considered either cheating or plagiarism while on the other hand, it is gained importance with regard to higher education and learning perspectives. The study also recommends that the Higher Education Commission (Dikti) needs to introduce the principles and regulations for AI usage in universities.
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In some contexts, there is a prevailing cultural perception that the use of AI tools constitutes a form of academic dishonesty.
“Moreover, in some contexts, there is a prevailing cultural perception that the use of AI tools constitutes a form of aca -demic dishonesty [ 82, 83].”
From Redefining student assessment in AI-infused learning environments: a systematic review of challenges and strategies for academic integrity (2026) · cites this paper as [82]
Multi-stage assignments, where students submit drafts before finalising their work, allow educators to track students' learning progress and interaction with AI throughout the assessment process, making it more difficult to misuse AI tools.
“A structured approach to assessment redesign has led to multi-stage assignments, where students submit drafts before finalising their work [ 70]. This method allows educators to track students' learning progress and interaction with AI throughout the assessment process, making it more difficult to misuse AI tools [ 68, 69, 82 ].”
From Redefining student assessment in AI-infused learning environments: a systematic review of challenges and strategies for academic integrity (2026) · cites this paper as [82]
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- Authors
- Margono, H., Saud, M., & Falahat, M.
- Affiliations
- Universitas Airlangga (ID)
- Asia Pacific University of Technology & Innovation (MY)
- Corresponding author
- Saud, Muhammad
- Venue
- Social Sciences & Humanities Open
- Publisher
- Elsevier BV
- Published
- 2024
- Volume
- 10
- Pages
- 101069
- ISSN
- 2590-2911 (ISSN-L)
- OpenAlex
- W4401506973
- Cited by
- 26
- References
- 26
- Citations by year
- 2026: 12 · 2025: 11 · 2024: 3
- FWCI
- 9.81
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Social Sciences & Humanities Open (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Lembaga Penelitian dan Pengabdian Kepada Masyarakat
- Universitas Airlangga
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
- Keywords
- ChatGPT, generative AI in higher education, academic dishonesty, plagiarism, student perceptions, teacher perceptions, personalized learning, digital natives, Indonesia
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