The Impact of AI-Powered Learning Tools on Academic Achievement among Students in a Private University in East Jakarta

This study investigates the impact of AI-powered learning tools on academic achievement among English Education students at a private university in East Jakarta, addressing the lack of empirical evidence in the Indonesian context. While most prior studies emphasize perceptions, this research quantitatively examines the relationship between AI usage patterns and Grade Point Average (GPA). From a population of 40 fifth-semester students from UHAMKA, 32 completed the survey. Measures included self-reported GPA, AI usage frequency, and an 8-item Likert scale (α = .945). Data were analyzed using descriptive statistics and linear regression. Results showed no significant relationship between AI usage frequency and GPA, likely due to the already high academic performance of the cohort. However, students reported using AI strategically for brainstorming, grammar checking, and research support, while also raising concerns about accuracy and academic integrity. These findings suggest that AI functions more as a learning aid and efficiency tool rather than a direct driver of achievement, highlighting the need for clear institutional policies and AI literacy initiatives.

Keywords: AI-powered learning tools; Academic achievement; University students