Analisis Peran Kesiapan Belajar, Pemanfaatan AI, dan Interaksi Akademik terhadap Kelulusan Tepat Waktu melalui Kualitas Pembelajaran pada Mahasiswa Magister Manajemen

Setyo Supratno; Hamsinah Hamsinah; Umi Rosilawati

doi:10.55606/makreju.v4i3.4434

Authors

Setyo Supratno Universitas Pamulang
Hamsinah Hamsinah Universitas Pamulang
Umi Rosilawati Universitas Pamulang

DOI:

https://doi.org/10.55606/makreju.v4i3.4434

Keywords:

Academic Interaction, Artificial Intelligence, Learning Quality, Learning Readiness, Timely Graduation

Abstract

Timely graduation is an important indicator of higher education success, particularly in postgraduate programs. Most Master of Management students are employed, making it challenging to balance academic, professional, and personal responsibilities. This study examines the effects of learning readiness, artificial intelligence (AI) utilization, and academic interaction on timely graduation, with learning quality as a mediating variable. A quantitative approach with an explanatory research design was employed. Data were collected through questionnaires from 287 Master of Management students at Universitas Pamulang and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that learning readiness significantly affects timely graduation (β = -0.101; p = 0.049) and learning quality (β = 0.440; p < 0.001). AI utilization significantly affects timely graduation (β = 0.302; p < 0.001) but has no significant effect on learning quality (β = -0.022; p = 0.689). Academic interaction has no significant effect on timely graduation (β = -0.120; p = 0.052), but it significantly affects learning quality (β = 0.463; p < 0.001). Learning quality significantly affects timely graduation (β = 0.717; p < 0.001). Learning quality significantly mediates the relationships between learning readiness and timely graduation and between academic interaction and timely graduation, but it does not mediate the relationship between AI utilization and timely graduation. These findings highlight learning quality as a key mechanism for improving successful study completion.

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