A Critical Analysis of Students Use of ChatGPT in Completing Mathematics Assignments Muhammad Habib Ramadhani, Yusnia, Irfan Supriatna, Neza Agusdianita, Anugrah Agung, Rizqa Dwi Shofiya Maghfira Izzania
University of Bengkulu
Abstract
The rapid development of artificial intelligence presents both opportunities and challenges in higher education. ChatGPT, as one of the most widely used AI applications, is increasingly utilized by students to complete academic assignments, including mathematics tasks. This phenomenon raises questions about whether students use ChatGPT critically or simply copy its outputs without proper verification. This study aims to critically analyze how students use ChatGPT in completing mathematics assignments. The research employed a qualitative descriptive approach using document analysis by examining student assignments suspected of utilizing ChatGPT. The findings reveal variations in usage patterns: some students directly copied the responses, others made minor modifications, while a smaller group demonstrated more critical engagement by verifying, adjusting, and adding explanations according to the task context. These findings indicate different levels of students^ critical literacy in utilizing AI technology. This study highlights the importance of strengthening critical and digital literacy, particularly among prospective teachers, so that AI can be used as a supportive tool for meaningful learning without reducing independent thinking skills.
Keywords: artificial intelligence, ChatGPT, critical literacy, digital literacy, mathematics education
