Chat AI LLM (Large Language Model) di Universitas: Tinjauan Sistematis terhadap Variabel Pendorong Adopsi, Kerangka Teoritis, dan Tren Global
Main Article Content
Keberadaan chat AI berbasis Large Language Models (LLM) seperti ChatGPT telah banyak mempengaruhi pembelajaran mahasiswa di pendidikan tinggi. Penelitian terkait niat adopsi terhadap teknologi terus berkembang, namun tinjauan sistematis yang meneliti secara global mencakup variabel, kerangka teoritis, tren global masih terbatas. Maka dasar ini penulis membuat tinjauan sistematis dengan menggunakan PRISMA. Sebanyak 384 artikel di awal diambil menggunakan software publish & perish dari database Google Scholar, Scopus, Web of Science, dan PubMed (2020–2025). Kemudian disaring berdasarkan kriteria inklusi dan eksklusi menjadi 20. Kemudian di ekstrak, hasilnya menyoroti variabel yang sering dipelajari seperti intention to use, social influence, perceived usefulness, perceived ease of us, performance expectancy, effort expectancy, actual use, facilitating conditions, attitude, hedonic motivation, habit, enjoyment maupun trust. Faktor moderating yang sering dipakai yakni jenis kelamin, usia, dan tingkat pendidikan. UTAUT dan TAM adalah kerangka teoritis yang paling banyak digunakan. Studi dalam disiplin ilmu non-STEM jumlahnya lebih banyak daripada STEM, dengan Asia menyumbang publikasi terbanyak. ChatGPT mendominasi sebagai aplikasi Chat AI LLM utama yang diteliti. Analisis bibliometrik mengungkap empat kelompok kata kunci, dengan istilah yang sering digunakan oleh “chatgpt”, “student”, “use” dan “study”. Selain itu juga ditemukan 4 kluster pada network visualization. Tinjauan ini memberikan wawasan untuk penelitian mendatang terkait Chat AI LLM dalam pendidikan mahasiswa.
Keywords:
Tinjauan Sistematis, PRISMA, CHAT AI LLM, Niat Adopsi, Mahasiswa, Pendidikan
Abdi, A. N. M., Omar, A. M., Ahmed, M. H., & Ahmed, A. A. (2025). The predictors of behavioral intention to use ChatGPT for academic purposes: Evidence from higher education in Somalia. Cogent Education, 12(1), Article 2460250. https://doi.org/10.1080/2331186X.2025.2460250
Aguilos, V., & Fuchs, K. (2024). Using an extended technology acceptance model (eTAM) to determine university students' behavioral intentions of ChatGPT: An empirical study from Thailand. QWERTY: Open and Interdisciplinary Journal of Technology, Culture and Education, 19(2), 76–97. https://doi.org/10.30557/QW000088
Ahadzadeh, A. S., Wu, S. L., & Xu, S. (2024). Exploring academic intentions for ChatGPT: A perspective from the theory of planned behavior. ASR: Chiang Mai University Journal of Social Sciences and Humanities, 11(2), 306–334. https://doi.org/10.12982/CMUJASR.2024.016
Al-Abdullatif, A. M., & Alsubaie, M. A. (2024). ChatGPT in learning: Assessing students' use intentions through the lens of perceived value and the influence of AI literacy. Behavioral Sciences, 14(9), Article 845. https://doi.org/10.3390/bs14090845
Baig, M. I., & Yadegaridehkordi, E. (2024). ChatGPT in the higher education: A systematic literature review and research challenges. International Journal of Educational Research, 127, Article 102411. https://doi.org/10.1016/j.ijer.2024.102411
Batac, C. A., Baroja, M. J., Caballero, D. J. D., Coloma, L. G., Tan, L. M., & Ebardo, R. (2024). Do human beliefs and traits influence the adoption of ChatGPT among programming students? In Proceedings of the 2024 7th International Conference on Information and Computer Technologies (pp. 339–344). Association for Computing Machinery. https://doi.org/10.1145/3669754.3669806
Biyiri, E. W., Dahanayake, S. N. S., Dassanayake, D. M. C., Nayyar, A., Dayangana, K. T. L. U. S., & Jayasinghe, J. A. P. M. (2024). ChatGPT in self-directed learning: Exploring acceptance and utilization among undergraduates of state universities in Sri Lanka. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-024-13269-8
Brashi, A. (2025). AI adoption in legal translation: A study of intrinsic motivation among Saudi students. International Journal for the Semiotics of Law. Advance online publication. https://doi.org/10.1007/s11196-025-10273-0
Camillepack, Samanro, MandiOhlinger, v-alje, Cmcatee-MSFT, DHB-MSFT, & Kwekuako. (2024, September 16). Microsoft 365 Copilot overview. Microsoft Learn. https://learn.microsoft.com/en-us/copilot/microsoft-365/microsoft-365-copilot-overview
Cao, Y., Aziz, A. A., & Arshard, W. N. R. M. (2023). University students' perspectives on artificial intelligence: A survey of attitudes and awareness among Interior Architecture students. International Journal of Educational Research and Innovation, 2023(20), 145–168. https://doi.org/10.46661/ijeri.8429
Chopra, G., Bhaskar, P., Purohit, A., & Strzelecki, A. (2025). Unlocking ChatGPT's potential: A comparative study of student adoption intentions in higher education across India and Poland. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-025-13536-2
Dube, S., Dube, S., Ndlovu, B. M., Maguraushe, K., Malungana, L., Kiwa, F. J., & Muduva, M. (2024). Students' perceptions of ChatGPT in education: A rapid systematic literature review. In R. Silhavy & P. Silhavy (Eds.), Applied informatics and cybernetics in intelligent systems (pp. 258–279). Springer. https://doi.org/10.1007/978-3-031-62273-1_18
Foroughi, B., Iranmanesh, M., Ghobakhloo, M., Senali, M. G., Annamalai, N., Naghmeh-Abbaspour, B., & Rejeb, A. (2024). Determinants of ChatGPT adoption among students in higher education: The moderating effect of trust. The Electronic Library. Advance online publication. https://doi.org/10.1108/EL-12-2023-0293
Foroughi, B., Senali, M. G., Iranmanesh, M., Khanfar, A., Ghobakhloo, M., Annamalai, N., & Naghmeh-Abbaspour, B. (2024). Determinants of intention to use ChatGPT for educational purposes: Findings from PLS-SEM and fsQCA. International Journal of Human-Computer Interaction, 40(17), 4501–4520. https://doi.org/10.1080/10447318.2023.2226495
Gunawan, M., Maia, M., Klein, S., & others. (2024). ChatGPT and VARK model in education: A systematic literature review. In 2024 International Conference on Information Management and Technology (ICIMTech) (pp. 1–6). IEEE. https://doi.org/10.1109/ICIMTech60033.2024.10645270
Honig, C., Rios, S., & Desu, A. (2025). Generative AI in engineering education: Understanding acceptance and use of new GPT teaching tools within a UTAUT framework. Australasian Journal of Engineering Education. Advance online publication. https://doi.org/10.1080/22054952.2025.2467500
Hsiao, C. H., & Tang, K. Y. (2024). Beyond acceptance: An empirical investigation of technological, ethical, social, and individual determinants of GenAI-supported learning in higher education. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-024-13263-0
Ihza Wardana, I., Sukaesih, S., & Ratna Dewi, N. (2024). Visualizing research trends on the impact of STEM-integrated project-based learning model on 21st-century skills using VOSviewer and Harzing's Publish or Perish: A systematic literature review. Journal of Innovative Science Education, 13(3), 159–175. https://journal.unnes.ac.id/journals/jise/
Islam, R., & Ahmed, I. (2024). Gemini-the most powerful LLM: Myth or truth. In 2024 5th Information Communication Technologies Conference (ICTC) (pp. 303–308). IEEE. https://doi.org/10.1109/ICTC61510.2024.10602253
Kelly, D., Chen, Y., Cornwell, S. E., Delellis, N. S., Mayhew, A., Onaolapo, S., & Rubin, V. L. (2023). Bing chat: The future of search engines? Proceedings of the Association for Information Science and Technology, 60(1), 1007–1009. https://doi.org/10.1002/pra2.881
Lai, C. Y., Cheung, K. Y., & Chan, C. S. (2023). Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning: An extension of the technology acceptance model. Computers and Education: Artificial Intelligence, 5, Article 100178. https://doi.org/10.1016/j.caeai.2023.100178
Le, M. T. T., & Van Tran, K. (2024). Vietnamese university students' perceptions of ChatGPT for homework assistance. International Journal of Interactive Mobile Technologies, 18(15), 190–204. https://doi.org/10.3991/ijim.v18i15.48819
Le, T. M. D., Do, H. T. N., Tran, K. M., Dang, V. T., & Nguyen, B. K. H. (2024). Integrating TAM and UGT to explore students' motivation for using ChatGPT for learning in Vietnam. Journal of Research in Innovative Teaching & Learning. Advance online publication. https://doi.org/10.1108/JRIT-05-2024-0116
Maheshwari, G. (2024). Factors influencing students' intention to adopt and use ChatGPT in higher education: A study in the Vietnamese context. Education and Information Technologies, 29(10), 12167–12195. https://doi.org/10.1007/s10639-023-12333-z
Mahmud, A., Sarower, A. H., Sohel, A., Assaduzzaman, M., & Bhuiyan, T. (2024). Adoption of ChatGPT by university students for academic purposes: Partial least square, artificial neural network, deep neural network and classification algorithms approach. Array, 21, Article 100339. https://doi.org/10.1016/j.array.2024.100339
Martin, F., Zhuang, M., & Schaefer, D. (2024). Systematic review of research on artificial intelligence in K-12 education (2017–2022). Computers and Education: Artificial Intelligence, 6, Article 100195. https://doi.org/10.1016/j.caeai.2023.100195
Molla, C., Mani, L., Bhuiyan, M. R. I., & Hossain, R. (2023). Examining the potential usages, features, and challenges of using ChatGPT technology: A PRISMA-based systematic review. Migration Letters, 20(S9), 927–945. https://doi.org/10.59670/ml.v20is9.4918
Namatovu, A., & Kyambade, M. (2025). Leveraging AI in academia: University students' adoption of ChatGPT for writing coursework (take home) assignments through the lens of UTAUT2. Cogent Education, 12(1), Article 2485522. https://doi.org/10.1080/2331186X.2025.2485522
Polyportis, A., & Pahos, N. (2024). Understanding students' adoption of the ChatGPT chatbot in higher education: The role of anthropomorphism, trust, design novelty and institutional policy. Behaviour & Information Technology. Advance online publication. https://doi.org/10.1080/0144929X.2024.2317364
Satnarine, T. (2023). Systematic review methodology: Conducting high-quality reviews and understanding their significance in evidence-based practice. Journal for International Medical Graduates, 2(1), 1–9. https://doi.org/10.56026/jimg.v2i1.26
Shuhaiber, A., Kuhail, M. A., & Salman, S. (2025). ChatGPT in higher education - A student's perspective. Computers in Human Behavior Reports, 17, Article 100565. https://doi.org/10.1016/j.chbr.2024.100565
Strzelecki, A. (2023). To use or not to use ChatGPT in higher education? A study of students' acceptance and use of technology. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2023.2209881
Strzelecki, A. (2024). Students' acceptance of ChatGPT in higher education: An extended unified theory of acceptance and use of technology. Innovative Higher Education, 49(2), 223–245. https://doi.org/10.1007/s10755-023-09686-1
Strzelecki, A. (2025). ChatGPT in higher education: Investigating bachelor and master students' expectations towards AI tool. Education and Information Technologies, 30(8), 10231–10255. https://doi.org/10.1007/s10639-024-13222-9
Vu, B. C., & Park, D. Y. (2025). Why would university students use ChatGPT for health discourses? A moderated mediation analysis. Journal of Consumer Health on the Internet, 29(1), 61–79. https://doi.org/10.1080/15398285.2025.2491042
Xu, X., & Thien, L. M. (2024). Unleashing the power of perceived enjoyment: Exploring Chinese undergraduate EFL learners' intention to use ChatGPT for English learning. Journal of Applied Research in Higher Education. Advance online publication. https://doi.org/10.1108/JARHE-12-2023-0555
Ziemba, E. W., Maruszewska, E. W., Grabara, D., & Renik, K. (2024). Acceptance and use of ChatGPT among accounting and finance higher education students. In P. Doucek, G. Chroust, & V. Oškrdal (Eds.), Systems, software and services process improvement (pp. 185–202). Springer. https://doi.org/10.1007/978-3-031-66761-9_16
Aguilos, V., & Fuchs, K. (2024). Using an extended technology acceptance model (eTAM) to determine university students' behavioral intentions of ChatGPT: An empirical study from Thailand. QWERTY: Open and Interdisciplinary Journal of Technology, Culture and Education, 19(2), 76–97. https://doi.org/10.30557/QW000088
Ahadzadeh, A. S., Wu, S. L., & Xu, S. (2024). Exploring academic intentions for ChatGPT: A perspective from the theory of planned behavior. ASR: Chiang Mai University Journal of Social Sciences and Humanities, 11(2), 306–334. https://doi.org/10.12982/CMUJASR.2024.016
Al-Abdullatif, A. M., & Alsubaie, M. A. (2024). ChatGPT in learning: Assessing students' use intentions through the lens of perceived value and the influence of AI literacy. Behavioral Sciences, 14(9), Article 845. https://doi.org/10.3390/bs14090845
Baig, M. I., & Yadegaridehkordi, E. (2024). ChatGPT in the higher education: A systematic literature review and research challenges. International Journal of Educational Research, 127, Article 102411. https://doi.org/10.1016/j.ijer.2024.102411
Batac, C. A., Baroja, M. J., Caballero, D. J. D., Coloma, L. G., Tan, L. M., & Ebardo, R. (2024). Do human beliefs and traits influence the adoption of ChatGPT among programming students? In Proceedings of the 2024 7th International Conference on Information and Computer Technologies (pp. 339–344). Association for Computing Machinery. https://doi.org/10.1145/3669754.3669806
Biyiri, E. W., Dahanayake, S. N. S., Dassanayake, D. M. C., Nayyar, A., Dayangana, K. T. L. U. S., & Jayasinghe, J. A. P. M. (2024). ChatGPT in self-directed learning: Exploring acceptance and utilization among undergraduates of state universities in Sri Lanka. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-024-13269-8
Brashi, A. (2025). AI adoption in legal translation: A study of intrinsic motivation among Saudi students. International Journal for the Semiotics of Law. Advance online publication. https://doi.org/10.1007/s11196-025-10273-0
Camillepack, Samanro, MandiOhlinger, v-alje, Cmcatee-MSFT, DHB-MSFT, & Kwekuako. (2024, September 16). Microsoft 365 Copilot overview. Microsoft Learn. https://learn.microsoft.com/en-us/copilot/microsoft-365/microsoft-365-copilot-overview
Cao, Y., Aziz, A. A., & Arshard, W. N. R. M. (2023). University students' perspectives on artificial intelligence: A survey of attitudes and awareness among Interior Architecture students. International Journal of Educational Research and Innovation, 2023(20), 145–168. https://doi.org/10.46661/ijeri.8429
Chopra, G., Bhaskar, P., Purohit, A., & Strzelecki, A. (2025). Unlocking ChatGPT's potential: A comparative study of student adoption intentions in higher education across India and Poland. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-025-13536-2
Dube, S., Dube, S., Ndlovu, B. M., Maguraushe, K., Malungana, L., Kiwa, F. J., & Muduva, M. (2024). Students' perceptions of ChatGPT in education: A rapid systematic literature review. In R. Silhavy & P. Silhavy (Eds.), Applied informatics and cybernetics in intelligent systems (pp. 258–279). Springer. https://doi.org/10.1007/978-3-031-62273-1_18
Foroughi, B., Iranmanesh, M., Ghobakhloo, M., Senali, M. G., Annamalai, N., Naghmeh-Abbaspour, B., & Rejeb, A. (2024). Determinants of ChatGPT adoption among students in higher education: The moderating effect of trust. The Electronic Library. Advance online publication. https://doi.org/10.1108/EL-12-2023-0293
Foroughi, B., Senali, M. G., Iranmanesh, M., Khanfar, A., Ghobakhloo, M., Annamalai, N., & Naghmeh-Abbaspour, B. (2024). Determinants of intention to use ChatGPT for educational purposes: Findings from PLS-SEM and fsQCA. International Journal of Human-Computer Interaction, 40(17), 4501–4520. https://doi.org/10.1080/10447318.2023.2226495
Gunawan, M., Maia, M., Klein, S., & others. (2024). ChatGPT and VARK model in education: A systematic literature review. In 2024 International Conference on Information Management and Technology (ICIMTech) (pp. 1–6). IEEE. https://doi.org/10.1109/ICIMTech60033.2024.10645270
Honig, C., Rios, S., & Desu, A. (2025). Generative AI in engineering education: Understanding acceptance and use of new GPT teaching tools within a UTAUT framework. Australasian Journal of Engineering Education. Advance online publication. https://doi.org/10.1080/22054952.2025.2467500
Hsiao, C. H., & Tang, K. Y. (2024). Beyond acceptance: An empirical investigation of technological, ethical, social, and individual determinants of GenAI-supported learning in higher education. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-024-13263-0
Ihza Wardana, I., Sukaesih, S., & Ratna Dewi, N. (2024). Visualizing research trends on the impact of STEM-integrated project-based learning model on 21st-century skills using VOSviewer and Harzing's Publish or Perish: A systematic literature review. Journal of Innovative Science Education, 13(3), 159–175. https://journal.unnes.ac.id/journals/jise/
Islam, R., & Ahmed, I. (2024). Gemini-the most powerful LLM: Myth or truth. In 2024 5th Information Communication Technologies Conference (ICTC) (pp. 303–308). IEEE. https://doi.org/10.1109/ICTC61510.2024.10602253
Kelly, D., Chen, Y., Cornwell, S. E., Delellis, N. S., Mayhew, A., Onaolapo, S., & Rubin, V. L. (2023). Bing chat: The future of search engines? Proceedings of the Association for Information Science and Technology, 60(1), 1007–1009. https://doi.org/10.1002/pra2.881
Lai, C. Y., Cheung, K. Y., & Chan, C. S. (2023). Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning: An extension of the technology acceptance model. Computers and Education: Artificial Intelligence, 5, Article 100178. https://doi.org/10.1016/j.caeai.2023.100178
Le, M. T. T., & Van Tran, K. (2024). Vietnamese university students' perceptions of ChatGPT for homework assistance. International Journal of Interactive Mobile Technologies, 18(15), 190–204. https://doi.org/10.3991/ijim.v18i15.48819
Le, T. M. D., Do, H. T. N., Tran, K. M., Dang, V. T., & Nguyen, B. K. H. (2024). Integrating TAM and UGT to explore students' motivation for using ChatGPT for learning in Vietnam. Journal of Research in Innovative Teaching & Learning. Advance online publication. https://doi.org/10.1108/JRIT-05-2024-0116
Maheshwari, G. (2024). Factors influencing students' intention to adopt and use ChatGPT in higher education: A study in the Vietnamese context. Education and Information Technologies, 29(10), 12167–12195. https://doi.org/10.1007/s10639-023-12333-z
Mahmud, A., Sarower, A. H., Sohel, A., Assaduzzaman, M., & Bhuiyan, T. (2024). Adoption of ChatGPT by university students for academic purposes: Partial least square, artificial neural network, deep neural network and classification algorithms approach. Array, 21, Article 100339. https://doi.org/10.1016/j.array.2024.100339
Martin, F., Zhuang, M., & Schaefer, D. (2024). Systematic review of research on artificial intelligence in K-12 education (2017–2022). Computers and Education: Artificial Intelligence, 6, Article 100195. https://doi.org/10.1016/j.caeai.2023.100195
Molla, C., Mani, L., Bhuiyan, M. R. I., & Hossain, R. (2023). Examining the potential usages, features, and challenges of using ChatGPT technology: A PRISMA-based systematic review. Migration Letters, 20(S9), 927–945. https://doi.org/10.59670/ml.v20is9.4918
Namatovu, A., & Kyambade, M. (2025). Leveraging AI in academia: University students' adoption of ChatGPT for writing coursework (take home) assignments through the lens of UTAUT2. Cogent Education, 12(1), Article 2485522. https://doi.org/10.1080/2331186X.2025.2485522
Polyportis, A., & Pahos, N. (2024). Understanding students' adoption of the ChatGPT chatbot in higher education: The role of anthropomorphism, trust, design novelty and institutional policy. Behaviour & Information Technology. Advance online publication. https://doi.org/10.1080/0144929X.2024.2317364
Satnarine, T. (2023). Systematic review methodology: Conducting high-quality reviews and understanding their significance in evidence-based practice. Journal for International Medical Graduates, 2(1), 1–9. https://doi.org/10.56026/jimg.v2i1.26
Shuhaiber, A., Kuhail, M. A., & Salman, S. (2025). ChatGPT in higher education - A student's perspective. Computers in Human Behavior Reports, 17, Article 100565. https://doi.org/10.1016/j.chbr.2024.100565
Strzelecki, A. (2023). To use or not to use ChatGPT in higher education? A study of students' acceptance and use of technology. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2023.2209881
Strzelecki, A. (2024). Students' acceptance of ChatGPT in higher education: An extended unified theory of acceptance and use of technology. Innovative Higher Education, 49(2), 223–245. https://doi.org/10.1007/s10755-023-09686-1
Strzelecki, A. (2025). ChatGPT in higher education: Investigating bachelor and master students' expectations towards AI tool. Education and Information Technologies, 30(8), 10231–10255. https://doi.org/10.1007/s10639-024-13222-9
Vu, B. C., & Park, D. Y. (2025). Why would university students use ChatGPT for health discourses? A moderated mediation analysis. Journal of Consumer Health on the Internet, 29(1), 61–79. https://doi.org/10.1080/15398285.2025.2491042
Xu, X., & Thien, L. M. (2024). Unleashing the power of perceived enjoyment: Exploring Chinese undergraduate EFL learners' intention to use ChatGPT for English learning. Journal of Applied Research in Higher Education. Advance online publication. https://doi.org/10.1108/JARHE-12-2023-0555
Ziemba, E. W., Maruszewska, E. W., Grabara, D., & Renik, K. (2024). Acceptance and use of ChatGPT among accounting and finance higher education students. In P. Doucek, G. Chroust, & V. Oškrdal (Eds.), Systems, software and services process improvement (pp. 185–202). Springer. https://doi.org/10.1007/978-3-031-66761-9_16
