AI-Based Information-Seeking Behavior as a Mediator between Metacognition and Students' Academic Achievement

Noer Hidayah; Noer Fitria Putra Setyono

Authors

Noer Hidayah Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Syekh Wasil Kediri, Indonesia
Noer Fitria Putra Setyono Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Syekh Wasil Kediri, Indonesia

Keywords:

Metacognition; AI-Based Information-Seeking Behavior; Academic Achievement; GPA; PLS-SEM

Abstract

The use of Artificial Intelligence (AI) in learning has become widespread among university students to enhance material comprehension. How deeply and effectively students search for information using AI is largely determined by their metacognitive abilities. This study aims to examine: (1) the effect of metacognition on AI-based information-seeking behavior, (2) the effect of AI-based information-seeking behavior on academic achievement (GPA), (3) the effect of metacognition on GPA, and (4) the mediating role of AI-based information-seeking behavior in the relationship between metacognition and GPA. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM) executed via the seminr package in R. The study population comprised students at UIN Syekh Wasil Kediri, using a cluster sampling technique representing all faculties (n = 273). The findings revealed that metacognition has a positive and significant effect on AI-based information-seeking behavior (β = 0.472, t = 10.856). However, metacognition did not significantly affect GPA (β = 0.116, t = 0.971), and AI-based information-seeking behavior likewise showed no significant effect on GPA (β = 0.040, t = 0.907). Consequently, AI-based information-seeking behavior does not mediate the relationship between metacognition and academic achievement. Therefore, higher education institutions should design AI literacy initiatives that focus on higher-order information processing to ensure technology utilization translates directly into enhanced academic outcomes.

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