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All Journal Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Justek : Jurnal Sains Dan Teknologi IQRO: Journal of Islamic Education Jurnal Ilmiah Manajemen dan Bisnis Didaktika: Jurnal Kependidikan Profesi Pendidikan Dasar Al-Intaj : Jurnal Ekonomi dan Perbankan Syariah Lingua Technica: Journal of Digital Literary Studies Jurnal Manajemen Pendidikan Islam Early Childhood Development Gazette Indonesian Journal of Sport Management and Physical Education (IJSMPE)
Zohaib Hassan Sain
Superior University
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Utilization of ChatGPT and Artificial Intelligence in Educational Transformation: Trends, Challenges, and Effects on the Learning Process Bintang Fauzan Rayadika; Wahju Tjahjo Saputro; Dewi Chirzah; Zohaib Hassan Sain; Abdul Said Bin Ambotang
Justek : Jurnal Sains dan Teknologi Vol 9, No 1 (2026): March
Publisher : Unversitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/justek.v9i1.37606

Abstract

This study aims to identify and analyse the relationship between the level of student dependence on Artificial Intelligence (AI) applications, particularly ChatGPT, and its impact on their critical thinking skills, in line with educational transformation issues in the digital era. This quantitative research employed a convenience non-probability sampling approach, involving 112 student respondents in Indonesia. Data were analysed using reliability tests, normality tests, and the Paired Sample T-test. The findings indicate a high level of ChatGPT usage (Mean Score, M = 4.12), confirming students' enthusiasm for utilizing the tool for learning effectiveness and time efficiency. However, the statistical test revealed a significant difference between the level of ChatGPT usage and students' critical thinking ability (Sig. (2-tailed) = 0.009 < 0.05). This difference suggests that excessive reliance on the tool has the potential to impede the development of social and collaboration skills, and may significantly reduce students' learning independence and critical thinking ability. The study concludes that educational institutions must promptly formulate wise policies to guide students in optimally utilizing AI as a learning assistant, not as a substitute for the thinking process to ensure a balanced and sustainable educational transformation.
Artificial Intelligence in English Language Teaching: Opportunities and Challenges in Pakistan’s Elementary Schools Shahzadi Hina Sain; Zohaib Hassan Sain; Rozanah Katrina Herda; Hari Widi
Profesi Pendidikan Dasar Vol. 12, No. 3, December 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i3.11435

Abstract

This research investigates the transformative role of Artificial Intelligence (AI) in teaching English in Pakistan's private primary schools. The study focuses on AI technologies such as Grammarly, ChatGPT, and Duolingo, examining their benefits and challenges in primary education. International studies have shown that AI aids in writing, feedback, and personalised learning; however, the impact of these tools in Pakistan’s primary schools remains underexplored. This gap is addressed by synthesising findings from global literature and examining how international trends are influencing local educational practices. The research method involves a systematic literature review of 57 articles from databases such as Scopus and ERIC. Using qualitative synthesis and theme classification according to PRISMA guidelines, the study identifies both positive outcomes, including enhanced engagement and improved language performance, and challenges, such as digital inequality, teachers' lack of preparedness, and an over-reliance on automation. The findings underscore the need for tailored ethical guidelines and ongoing professional development for teachers to ensure the effective and equitable integration of AI in primary school education.
Co-Authors Abdul Said Bin Ambotang Alma Vorfi Lama Amir Karimi Aryani, Wiwik Dyah Asokan Vasudevan Bintang Fauzan Rayadika Chanda Chansa Thelma Dewi Chirzah Dliya’udin Achmad Halimahtus Sa’diyah Hari Widi Indah Istiqomah M Aqil Fahmi Sanjani Maulidatul Adzimah Muhammad Khoirul Fikri Oki Dermawan Rifka Jannatul Firdausiah Rinda Widya Ikomah Rofiatul Hosna Rozanah Katrina Herda Saim Kayadibi Sayyidah Rahmah Annabila Shahzadi Hina Sain Siti Aviatun Hasanah Umu Intan Aulia Unzilah Khomairohtusshiyamah Uthman Shehu Lawal Wahju Tjahjo Saputro