Exploring the Use of Artificial Intelligence in Learning: A Phenomenological Study of Students^ Critical Thinking Experiences Sopa Siti Marwah, Ani Siti Anisah, Nenden Munawaroh, Ade Holis
Universitas Garut
Abstract
The development of Artificial Intelligence (AI) in the field of education has transformed the way students access information, understand learning materials, and complete academic tasks. The use of AI in learning not only functions as a source of information but also has the potential to influence students^ critical thinking processes. This study aims to explore students^ experiences in using Artificial Intelligence in learning and to understand the meaning of its use in relation to their critical thinking processes. The study employs a qualitative approach with a phenomenological method to investigate students^ lived experiences in utilizing AI during the learning process. Research informants were selected through purposive sampling, namely students who actively use Artificial Intelligence in their academic activities. Data were collected through in-depth interviews, observations, and documentation. Data analysis was conducted through the processes of data reduction, coding, theme categorization, and interpretation of experiential meanings to identify the essence of the phenomenon under study. The findings of this study are expected to provide a deeper understanding of how the use of Artificial Intelligence in learning influences students^ ways of analyzing information, evaluating arguments, and constructing critical understanding of learning materials. Furthermore, the results are expected to serve as a basis for developing learning strategies that utilize Artificial Intelligence more wisely and reflectively to support the development of students^ critical thinking skills in the digital era.
