Implementation of ChatGPT Training to Enhance Artificial Intelligence Literacy Among First-Year Dental Students

Authors

  • Agata Iwan Candra Universitas Kadiri, Indonesia https://orcid.org/0000-0002-7657-6810
  • Mahardi Kamalika Khusna Ali Universitas Kadiri, Indonesia https://orcid.org/0000-0002-8418-5609
  • Meyrinda Tobing Universitas Kadiri, Indonesia
  • Ibnu Gunawan Universitas Kadiri, Indonesia
  • Arini Indriyasari Universitas Kadiri, Indonesia
  • Dery Maharnindra Universitas Kadiri, Indonesia
  • Nur Rohmatin Universitas Kadiri, Indonesia

DOI:

https://doi.org/10.33394/jpu.v7i2.17662

Keywords:

AI Literacy, ChatGPT, Dental Education, Digital Skills, First-Year Students.

Abstract

This community service aims to enhance AI literacy among first-year dental students through a ChatGPT-based training program, resulting in improved understanding of AI concepts, practical skills in using ChatGPT, and critical awareness in assessing its outputs.. A total of 58 students participated, with effectiveness measured through a pre-test and post-test Likert-scale questionnaire covering five indicators: understanding of AI and ChatGPT, application in learning, technical skills, critical validation, and academic confidence. Results showed improvements in all indicators, with the highest increase in technical skills (56.08%) and the lowest in critical validation (29.77%). One-way ANOVA confirmed significant differences among indicators (F = 88.335, p < 0.05). These findings demonstrate that short training can effectively strengthen students’ AI literacy by improving knowledge, technical proficiency, and academic confidence. Nonetheless, the relatively lower gain in critical validation highlights the need for extended guidance in verifying ChatGPT outputs. This program can serve as a practical model for fostering digital literacy in higher education.

References

Almahasees, Z., Al- Natour, M., Bataineh, K. Al, & Aminzadeh, S. (2024). Students’ Perceptions of the Benefits and Challenges of Integrating ChatGPT in Higher Education. Pakistan Journal of Life and Social Sciences, 22(2), 3479–3494. https://doi.org/10.57239/PJLSS-2024-22.2.00256

Baig, M. I., & Yadegaridehkordi, E. (2024). ChatGPT in the higher education: A systematic literature review and research challenges. International Journal of Educational Research, 127. https://doi.org/10.1016/j.ijer.2024.102411

Bandura, A. (1997). Self-Efficacy The Exercise of Control. W.H. Freeman.

Bećirović, S., Polz, E., & Tinkel, I. (2025). Exploring students’ AI literacy and its effects on their AI output quality, self-efficacy, and academic performance. Smart Learning Environments, 12(1). https://doi.org/10.1186/s40561-025-00384-3

Bewersdorff, A., Hornberger, M., Nerdel, C., & Schiff, D. (2025). AI Advocates and Cautious Critics: How AI Attitudes, AI Interest, Use of AI, and AI Literacy Build University Students’ AI Self-Efficacy. Computers in Human Behavior. https://doi.org/10.13140/RG.2.2.31045.87521

Bouzar, A., EL Idrissi, K., & Ghourdou, T. (2024). ChatGPT and Academic Writing Self-Efficacy: Unveiling Correlations and Technological Dependency among Postgraduate Students. Arab World English Journal, 1(1), 225–236. https://doi.org/10.24093/awej/chatgpt.15

Chee, H., Ahn, S., & Lee, J. (2024). A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway. In British Journal of Educational Technology. John Wiley and Sons Inc. https://doi.org/10.1111/bjet.13556

Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers and Education, 227. https://doi.org/10.1016/j.compedu.2024.105224

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Echiverri, L. L., Song, S., Wang, T., & Liang, S. (2025). ChatGPT as a Mediating Tool in Education: Enhancing Learning Efficiency, Academic Performance, and Academic Self-Concept in Effort-Talent Focused Environments. 15th International Conference: The Future of Education.

Fernández Galeote, D., Legaki, N. Z., & Hamari, J. (2023). Text- and game-based communication for climate change attitude, self-efficacy, and behavior: A controlled experiment. Computers in Human Behavior, 149. https://doi.org/10.1016/j.chb.2023.107930

Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students’ digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-023-00437-y

Gray, C., & Boling, E. (2023). Learning Experience Design in the Light of Design Knowledge and Philosophy. The Journal of Applied Instructional Design. https://doi.org/10.59668/515.12901

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. In Learning and Individual Differences (Vol. 103). Elsevier Ltd. https://doi.org/10.1016/j.lindif.2023.102274

Kurbanoglu, S. S., Akkoyunlu, B., & Umay, A. (2006). Developing the information literacy self-efficacy scale. Journal of Documentation, 62(6), 730–743. https://doi.org/10.1108/00220410610714949

Larson, B. Z., Moser, C., Caza, A., Muehlfeld, K., & Colombo, L. A. (2024). CRITICAL THINKING IN THE AGE OF GENERATIVE AI. In Academy of Management Learning and Education (Vol. 23, Number 3, pp. 373–378). George Washington University. https://doi.org/10.5465/amle.2024.0338

Lintner, T. (2024). A systematic review of AI literacy scales. Npj Science of Learning, 9(1). https://doi.org/10.1038/s41539-024-00264-4

Lyu, W., & Salam, Z. A. (2025). AI-powered personalized learning: Enhancing self-efficacy, motivation, and digital literacy in adult education through expectancy-value theory. Learning and Motivation, 90. https://doi.org/10.1016/j.lmot.2025.102129

Mah, D. K., & Groß, N. (2024). Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00490-1

Ng, D. T. K., Wu, W., Leung, J. K. L., Chiu, T. K. F., & Chu, S. K. W. (2024). Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational Technology, 55(3), 1082–1104. https://doi.org/10.1111/bjet.13411

Rachbauer, T., Graup, J., & Rutter, E. (2025). Digital literacy and artificial intelligence literacy in teacher training. Forum for Education Studies, 3(1), 1842. https://doi.org/10.59400/fes1842

Samngamjan, N., Phettom, P., Sa-ngunsat, K., & Philuek, W. (2024). A Survey Study on AI Literacy of Nakhon Sawan Rajabhat University’s Digital Technology Teacher Students in Thailand. Shanlax International Journal of Education, 13(1), 33–40. https://doi.org/10.34293/education.v13i1.8355

Strzelecki, A. (2024). Students’ Acceptance of ChatGPT in Higher Education: An Extended Unified Theory of Acceptance and Use of Technology. Innovative Higher Education, 49(2), 223–245. https://doi.org/10.1007/s10755-023-09686-1

Suriano, R., Plebe, A., Acciai, A., & Fabio, R. A. (2025). Student interaction with ChatGPT can promote complex critical thinking skills. Learning and Instruction, 95. https://doi.org/10.1016/j.learninstruc.2024.102011

Wang, J., & Fan, W. (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis. In Humanities and Social Sciences Communications (Vol. 12, Number 1). Springer Nature. https://doi.org/10.1057/s41599-025-04787-y

Wang, Y. (2025). A Study on the Efficacy of ChatGPT-4 in Enhancing Students’ English Communication Skills. SAGE Open, 15(1). https://doi.org/10.1177/21582440241310644

Downloads

Published

2026-05-08

How to Cite

Candra, A. I., Ali, M. K. K., Tobing, M., Gunawan, I., Indriyasari, A., Maharnindra, D., & Rohmatin, N. (2026). Implementation of ChatGPT Training to Enhance Artificial Intelligence Literacy Among First-Year Dental Students. Jurnal Pengabdian UNDIKMA, 7(2), 566–577. https://doi.org/10.33394/jpu.v7i2.17662

Issue

Vol. 7 No. 2 (2026): May (IN PRESS)

Section

Articles

Citation Check

License

Copyright (c) 2026 The Author(s)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).