Lecturers' Perceptions of the Use of ChatGPT in Teaching at Islamic Universities in Indonesia
TL;DR
Faculty members’ perceptions of the use of ChatGPT in teaching at an Islamic university in Indonesia are described, indicating that faculty members hold positive perceptions of ChatGPT because it helps them access information, develop instructional tools, create teaching materials, and support self-directed learning.
Abstract
Advances in generative artificial intelligence are driving the use of ChatGPT in higher education. This study aims to describe faculty members’ perceptions of the use of ChatGPT in teaching at an Islamic university in Indonesia. The study employed a descriptive qualitative approach, with six faculty members selected through purposive sampling as informants. Data were collected through semi-structured interviews, analyzed using the Miles, Huberman, and Saldana model, and validated through source triangulation. The results indicate that faculty members hold positive perceptions of ChatGPT because it helps them access information, develop instructional tools, create teaching materials, and support self-directed learning. However, ChatGPT is not viewed as a substitute for faculty members; therefore, the information it generates must be verified using credible scientific sources. This study also identified challenges such as user dependency, the risk of plagiarism, limitations in information accuracy, low digital literacy, and the lack of guidelines for the use of artificial intelligence in higher education institutions. Therefore, ChatGPT must be utilized critically, ethically, and responsibly through institutional policy support and the enhancement of digital competencies to maintain the quality of learning and academic integrity.