Analysis of ChatGPT usage as task support tool for vocational school students using CBAM LoU

Maman Somantri; Adzkiya Azizah; Abdu Yakan Rosyadi

doi:10.17509/curricula.v5i1.95750

Authors

Maman Somantri Universitas Pendidikan Indonesia
Adzkiya Azizah Universitas Pendidikan Indonesia
Abdu Yakan Rosyadi Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17509/curricula.v5i1.95750

Keywords:

ChatGPT, Concerns-Based Adoption Model, Levels of Use, vocational education

Abstract

The use of ChatGPT in education still faces several challenges, including misuse of technology, potential plagiarism, and academic misconduct. This study evaluates the use of ChatGPT as a task-support tool for vocational high school students using the Concerns-Based Adoption Model (CBAM) Levels of Use (LoU) framework. A qualitative case study involved 10 students from a public vocational high school in Bandung, representing diverse levels of academic achievement and skill programs. Data collection employed semi-structured interviews, direct observations, and document analysis (chat histories and assignment drafts), triangulated to support objective LoU stage mapping. Findings reveal that 50% of students are at the IVA Routine and IVB Refinement stages, 30% at Mechanical Use (III), and 20% reach Integration (V) and Renewal (VI) as AI change agents. ChatGPT provides personalized learning, flexible access, time efficiency, and instant feedback, yet raises ethical challenges, risks of overdependence, and the potential decline of critical thinking, requiring pedagogical intervention. Results indicate the use of adaptive strategies and differentiated policies based on students' LoU positions, thereby strengthening peer tutoring and ethical supervision. This ensures responsible and sustainable adoption of AI in vocational education. The novelty lies in the detailed LoU mapping for SMK students, which provides a practical typology for teachers and school administrators.

Abstrak

Pemanfaatan ChatGPT di bidang pendidikan masih menghadapi sejumlah tantangan, seperti penggunaan teknologi yang kurang tepat, potensi plagiarisme, dan pelanggaran etika akademik. Penelitian ini mengevaluasi pemanfaatan ChatGPT sebagai alat penunjang pengerjaan tugas murid SMK melalui kerangka Levels of Use (LoU) Concerns-Based Adoption Model (CBAM). Studi kasus kualitatif melibatkan sepuluh murid SMK negeri di Bandung dari berbagai prestasi akademik dan program keahlian. Pengumpulan data menggunakan wawancara semi-terstruktur, observasi langsung, dan analisis dokumen (riwayat chat, draft tugas), di triangulasi untuk pemetaan tahap LoU secara objektif. Hasil menunjukkan 50% murid pada tahap IVA Routine dan IVB Refinement, 30% Mechanical Use (III), serta 20% mencapai Integration (V) dan Renewal (VI) sebagai agen perubahan AI. ChatGPT menyediakan pembelajaran personalisasi, akses fleksibel, efisiensi waktu, dan umpan balik instan, tetapi memunculkan tantangan etis, risiko ketergantungan, serta potensi penurunan berpikir kritis yang butuh intervensi pedagogis. Temuan mengindikasikan strategi adaptif dan kebijakan diferensiasi berdasarkan posisi LoU murid, termasuk penguatan tutor sebaya dan pengawasan etis. Hal ini memastikan adopsi AI di pendidikan vokasi lebih terarah, bertanggung jawab, dan berkelanjutan. Kebaruan terletak pada pemetaan LoU rinci untuk murid SMK, menghasilkan tipologi praktis bagi guru dan pengelola sekolah.

Kata Kunci: ChatGPT; Concerns-Based Adoption Model; Levels of Use; pendidikan vokasi

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