The Effect of ChatGPT-Assisted Learning on Higher-Order Thinking Skills and Academic Anxiety Among Civil Engineering Students

Tomi Apra Santosa; Betaria Putra; Ringgo Putra

doi:10.58230/edutech.v3i3.116

Authors

Tomi Apra Santosa Akademi Teknik Adikarya
Betaria Putra IAIN Kerinci
Ringgo Putra IAIN Kerinci

DOI:

https://doi.org/10.58230/edutech.v3i3.116

Keywords:

ChatGPT, Higher-Order Thinking Skills, Academic Anxiety, Civil Engineering Education

Abstract

This study aims to analyze the effect of ChatGPT-assisted learning on Higher Order Thinking Skills (HOTS) and academic anxiety among Civil Engineering students. A quantitative approach with a quasi-experimental nonequivalent control group design was employed, involving 64 students divided into an experimental group (n = 32) and a control group (n = 32). Instruments included a HOTS test based on Anderson & Krathwohl's taxonomy and a validated academic anxiety scale. Data were analyzed using MANOVA after normality and homogeneity prerequisites were met. The results indicate that ChatGPT-assisted learning significantly affects HOTS, F(1,75) = 38.72, p < .001, partial η² = .340, and academic anxiety, F(1,75) = 31.46, p < .001, partial η² = .295. The experimental group showed greater improvement in HOTS and a greater reduction in academic anxiety compared to the control group. This study concludes that ChatGPT can serve as an effective cognitive scaffold when integrated through structured and critical instructional design.

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