The Ethical Relationship between the Use of Artificial Intelligence in Learning and the Academic Responsibilities of Madrasah Aliyah Students

Abstract

This study aimed to examine the relationship between the ethics of Artificial Intelligence (AI) use and the academic responsibility of students at Madrasah Aliyah. A quantitative correlational design was employed involving 25 Grade XII students selected through proportional stratified random sampling. Data were collected using Likert-scale questionnaires measuring AI ethics and academic responsibility and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and Spearman Rank correlation in JASP software. The findings revealed that students demonstrated a very high level of academic responsibility (M = 4.57). The Spearman correlation coefficient was 0.648 with a significance value of 0.000 (p < 0.05), indicating a strong positive relationship between ethical AI use and academic responsibility. AI ethics explained 42.0% of the variance in academic responsibility, while no significant difference was found between AI users and non-users. The study concludes that ethical use of AI promotes responsible academic behaviour. These findings imply the importance of integrating AI ethics education into school policies and classroom instruction to strengthen academic integrity and responsible digital learning.