Identification of Factors in AI Chatbot Utilization as a Facilitator of Personalized Learning for Senior High School Students in Malang City
Abstract
supporting
personalized learning, aligned with the mandate of the Ministry of Primary and Secondary
Education
Regulation No. 13 of 2025 regarding curriculum flexibility. However, a gap remains between
students' digital independence and teachers' ability to implement differentiated learning
conventionally. This research aims to identify the role of key factors supporting the utilization of AI
Chatbots as a facilitator of personalized learning among high school students in Malang City. This
study employed a quantitative approach with a descriptive method involving 100 students selected
through cluster random sampling from SMA Negeri 8 and SMA Nasional Malang. Data were
collected using a structured Likert scale questionnaire to measure seven main factors: content
relevance, effectiveness, learning styles, flexibility, efficiency, engagement, and learning motivation.
Data analysis was conducted descriptively to determine the frequency distribution percentage and
score categorization. The results indicated that all these factors play a positive role in supporting
personalized learning. Flexibility emerged as the most dominant aspect, while engagement was in
the moderate category. These findings confirm that the successful implementation of AI Chatbots
depends not only on technological sophistication but also on pedagogical suitability and students'
adaptive readiness.
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