ChatGPT and the Creativity of Art Education Students: A Qualitative Study of Its Use in Learning
DOI:
https://doi.org/10.62238/chatra.v4i2.434Keywords:
chatgpt, creativity, art education students, learningAbstract
The development of artificial intelligence technology has created new opportunities to support learning processes and foster students’ creativity in higher education. One of the most widely used technologies is ChatGPT, which assists users in accessing information, generating ideas, and completing various academic tasks. This study aims to explore the use of ChatGPT in learning and examine its contribution to the creativity of Art Education students at the Faculty of Teacher Training and Education, Tanjungpura University. The study employed a qualitative approach with an intrinsic case study design. The participants consisted of ten second-semester students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the interactive model of Miles and Huberman. The findings reveal that ChatGPT is utilized as a source of inspiration for creativity development, a tool for content creation and learning support, a means of enhancing learning efficiency, and a resource for independent learning. However, its use also presents challenges related to technological dependency, information validity, originality of work, and academic ethics. The study concludes that ChatGPT has the potential to support students’ creativity when used critically, reflectively, and responsibly within the learning process.
Perkembangan teknologi kecerdasan buatan telah menghadirkan berbagai peluang baru dalam mendukung proses pembelajaran dan pengembangan kreativitas mahasiswa di pendidikan tinggi. Salah satu teknologi yang banyak dimanfaatkan adalah ChatGPT, yang mampu membantu pengguna dalam memperoleh informasi, mengembangkan ide, dan menyelesaikan berbagai aktivitas akademik. Penelitian ini bertujuan untuk mengeksplorasi pemanfaatan ChatGPT dalam pembelajaran serta memahami kontribusinya terhadap kreativitas mahasiswa Pendidikan Seni Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus intrinsik. Informan penelitian terdiri atas sepuluh mahasiswa semester dua yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa ChatGPT dimanfaatkan sebagai sumber inspirasi dalam pengembangan kreativitas, pendukung produksi konten dan pembelajaran, sarana yang meningkatkan efisiensi belajar, serta alat bantu yang mendukung pembelajaran mandiri. Namun demikian, pemanfaatannya juga menghadirkan tantangan yang berkaitan dengan ketergantungan teknologi, validitas informasi, orisinalitas karya, dan etika akademik. Penelitian ini menyimpulkan bahwa ChatGPT berpotensi mendukung kreativitas mahasiswa apabila digunakan secara kritis, reflektif, dan bertanggung jawab dalam proses pembelajaran.
References
Abdulhajar, E., Wahyusari, A., Nevrita, N., Irawan, D., Zaitun, Z., Sartika, D., & Hasyim, T. (2024). Students’ acceptance of ChatGPT technology: A study of its positive and negative impacts on academic ethics and learning performance. SHS Web of Conferences, 205, 07003.
Al-Abri, A. (2025). Exploring ChatGPT as a virtual tutor: A multi-dimensional analysis of large language models in academic support. Education and Information Technologies, 30(12), 17447–17482.
Amabile, T. M. (1996). Creativity in Context.
Baidoo-Anu, D. (2023). Education in the era of generative artificial intelligence.
Bhullar, P. S., Joshi, M., & Chugh, R. (2024). ChatGPT in higher education-a synthesis of the literature and a future research agenda. Education and Information Technologies, 29(16), 21501–21522.
Chandrasekera, T., Hosseini, Z., & Perera, U. (2025). Can artificial intelligence support creativity in early design processes? International Journal of Architectural Computing, 23(1), 122–136.
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention.
Durgungoz, A., & Kharrufa, A. (2026). “ChatGPT is like a study buddy, a teacher and sometimes just a friend”: a longitudinal exploration of students’ interactions, perception and acceptance. Interactive Learning Environments, 34(2), 758–777.
Ellerton, P., & Kelly, R. (2022). Creativity and critical thinking. In Education in the 21st century: STEM, creativity and critical thinking (pp. 9–27). Springer.
Hallam, E., & Ingold, T. (2021). Creativity and cultural improvisation. Routledge.
Huang, R. (2023a). Artificial Intelligence in Education: Trends and Implications for Creativity.
Huang, R. (2023b). Artificial Intelligence in Education: Trends and Implications for Creativity.
Kasneci, E. (2023). ChatGPT for good? On opportunities and challenges of large language models for education.
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103. https://doi.org/10.1016/j.lindif.2023.102274
Kim, J., & Kim, H. (2024). Generative AI and student creativity.
Lo, C. K. (2023a). What is the impact of ChatGPT on education? A rapid review of the literature.
Lo, C. K. (2023b). What is the impact of ChatGPT on education? A rapid review of the literature.
Maulana, H., Nur, H., Erik, E., Firdaus, F., & Damanik, N. (2024). Pro-environmental choices in Indonesia’s campus life: examining the extended theory of planned behavior (TPB) for sustainable behavior in a university setting. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/ijshe-11-2023-0572
McCormack, J., Hutchings, P., Gifford, T., Yee-King, M., Llano, M. T., & D’inverno, M. (2020). Design considerations for real-time collaboration with creative artificial intelligence. Organised Sound, 25(1), 41–52.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications.
Montuori, A. (2003). The complexity of improvisation and the improvisation of complexity: Social science, art and creativity. Human Relations, 56(2), 237–255.
Mumford, M. D., & Gustafson, S. B. (1988). Creativity syndrome: Integration, application, and innovation. Psychological Bulletin, 103(1), 27.
Rudolph, M. (2017). Cognitive Theory of Multimedia Learning. 1(2).
Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2025). AI‐driven adaptive learning for sustainable educational transformation. Sustainable Development, 33(2), 1921–1947.
Sugiyono. (2023). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif , Kombinasi, R&D Dan Penelitian Pendidikan) (3rd ed.). Alfabeta.
Suhirman, L., Nugroho, A. Y., Dhyanaputri, I. G. A. S., Adawiyah, R., Soraya, A., Dzaky, M. I., Alunaza, H., Akbar, S. A., Hafizi, M. Z., & Junida, D. S. (2026). Dasar Metodologi Penelitian. CV. Askara Sastra Media.
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative Research: A Guide to Design and Implementation. Wiley. https://books.google.co.id/books?id=tRpCEQAAQBAJ
Tlili, A. (2023). What if the devil is my guardian angel? ChatGPT as a case study of using chatbots in education.
Zhou, X., & Lee, S. (2024). Artificial intelligence and creative thinking in higher education.
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: trends, challenges, and innovations in technology integration. Frontiers in Education, 10, 1562391.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nurmila Sari Djau, M Zainul Hafizi (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
