ChatGPT as a Supporting Medium for Completing Academic Assignments among Digital Business Students
Keywords:
Artificial Intelligence, ChatGPT, Digital Business, Critical Thinking, Academic EthicsAbstract
This study analyzes the patterns of use, obstacles, and the impact of generative artificial intelligence on students' academic cognition. Background Problems: The massive phenomenon of ChatGPT usage raises concerns regarding misinformation (AI hallucinations) and the potential degradation of critical thinking skills due to the habit of copy-pasting without verification. Novelty: This research focuses exclusively on the dynamics of prompting and cross-checking mechanisms in specific tasks within the Digital Business discipline. Research Methods: This study utilizes a qualitative approach with a descriptive analysis method. Primary data was collected through synchronous online interviews (Zoom Meetings) with Digital Business Study Program students selected using purposive sampling techniques. Finding/Results: ChatGPT is proven to provide significant time efficiency and assist in problem-solving (ideation), but it often produces fictitious or overly general answers. Students who cross-check with credible sources can maintain their analytical sharpness. Conclusion: ChatGPT is highly beneficial as a virtual assistant but risks creating dependency and reducing reasoning power if used as an academic shortcut. Students are encouraged to use it purely as a supporting instrument
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