The Analysis Of Chatgpt 3.5 Involvement In The Jigsaw Learning Process In A Qualitative Research Method Course (A Case Study at the English Tadris Study Program of IAIN Curup)

Nuraini, Jesi and Noviyenti, Leffi and Hidayah, Jumatul (2026) The Analysis Of Chatgpt 3.5 Involvement In The Jigsaw Learning Process In A Qualitative Research Method Course (A Case Study at the English Tadris Study Program of IAIN Curup). Sarjana thesis, Institut Agama Islam Negeri (IAIN) Curup.

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Abstract

ABSTRACT Jesi Nuraini : The Analysis of ChatGPT 3.5 in the Jigsaw Learning Process in a Qualitative Research Method Course NIM : 22551021 Advisor : Dr. Leffi Noviyenty, M.Pd Co-Advisor : Jumatul Hidayah, M.Pd The rapid emergence of Generative Artificial Intelligence (GenAI) has significantly altered how students engage with complex academic materials. This study explores the step-by-step integration and the pedagogical roles of ChatGPT 3.5 within the Jigsaw cooperative learning method in a Qualitative Research Method course at the English Tadris Study Program, IAIN Curup. Using a qualitative descriptive approach, data were gathered through semi-structured interviews with 14 students and one lecturer, supplemented by syllabus document analysis. The findings reveal that students utilized ChatGPT 3.5 primarily as a cognitive scaffolding tool to translate and simplify abstract qualitative paradigms during their Expert Group preparation. Based on the Sabzalieva et.al framework, the AI functioned effectively as a Study Buddy, Possibility Engine, Guide on the Side, and Exploratorium. However, the roles of Socratic Opponent and Collaboration Coach were entirely absent, as students prioritized instant answers over critical debate. Consequently, while the AI successfully boosted individual confidence and reduced linguistic barriers, it simultaneously fostered judgment dependency and bypassed the critical verification phase. Furthermore, during the Home Group teaching phase, the realtime use of AI disrupted authentic peer interaction, inadvertently undermining the core Jigsaw principle of positive interdependence. Ultimately, this study concludes that while ChatGPT enhances individual task efficiency, its unchecked integration requires strict pedagogical boundaries to preserve critical thinking and meaningful human collaboration. Keywords: ChatGPT, Jigsaw method, cooperative learning, generative AI roles, qualitative research

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Thesis (Sarjana)

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