This study aims to analyze the effect of using ChatGPT on student laziness and productivity levels. The research focuses on how students utilize ChatGPT for various academic tasks such as research, writing, and problem-solving. Laziness is measured through self-reported procrastination and task avoidance behaviors. Using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, we examined factors influencing ChatGPT adoption and its impact on academic behaviors. The research method used is quantitative, with data collected through distributed questionnaires to students who actively use ChatGPT. The results show that Habit and Price Value have a significant positive effect on Behavioral Intention, and Behavioral Intention has a significant positive effect on Student Productivity. However, Effort Expectancy, Facilitating Conditions, Hedonic Motivation, Performance Expectancy, and Social Influence have an insignificant negative effect on Behavioral Intention. Additionally, behavioral intention has an insignificant negative effect on the level of laziness, contrary to the hypothesis's direction.

This study used a quantitative research design to examine the impact of ChatGPT utilization on student laziness and productivity. Quantitative research allows the collection of numerical data and facilitates statistical analysis to test the proposed hypothesis and draw empirical conclusions. Data was collected through an online survey distributed to undergraduate students from various universities. The survey included questions about ChatGPT usage patterns, perceived laziness (measured through procrastination and task avoidance scales), and self-reported productivity metrics.