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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika JP3 (Jurnal Pendidikan dan Profesi Pendidik) PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Equals : Jurnal Ilmiah Pendidikan Matematika J-PiMat : Jurnal Pendidikan Matematika Jurnal Pendidikan Pengabdian Kampus: Jurnal Informasi Kegiatan Pengabdian Pada Masyarakat Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Kreano, Jurnal Matematika Kreatif Inovatif
Muhammad Rizaldi
Universitas Palangka Raya
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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EFEKTIVITAS CHATGPT UNTUK MENDORONG BERPIKIR KRITIS MAHASISWA DALAM MENYELESAIKAN MASALAH ALJABAR Muhammad Rizaldi; Putri Sasalia; Pancarita Pancarita
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18668

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas ChatGPT sebagai alat bantu mahasiswa untuk berpikir kritis dan mendeskripsikan berpikir kritis mahasiswa dalam menyelesaikan masalah aljabar dengan bantuan ChatGPT. Penelitian ini merupakan penelitian mix method dengan explanatory sequential design yaitu data dianalis analisis secara kuantitatif terlebih dahulu dan dilanjutkan dengan secara kualitatif deskriptif. Hasil penelitian ini menunjukkan rata-rata nilai berpikir kritis kelas ChatGPT (56,67) lebih besar daripada kelas kontrol (41,33). Hasil analisis uji-t menunjukkan bahwa t-hitung (2,58) > t-tabel (2,03) dan nilai p-value 0,007 yang mana lebih kecil dari 0,05. Sehingga dapat disimpulkan bahwa hipotesis awal (H0)ditolak yang artinya ChatGPT efektif untuk mendorong mahasiswa kemampuan berpikir kritis. Lebih lanjut mahasiswa yang berpikir kritisnya tergolong tinggi akan mempertanyakan kredibelitas informasi dari ChatGPT maupun masalah, membuat kesimpulan yang tepat dari informasi yang diperoleh, dan menyelesaikan masalah dengan strategi yang tepat. Sedangkan mahasiswa yang berpikir kritisnya tergolong rendah menerima informasi dari ChatGPT maupun masalah tanpa mempertanyakan kredibilitasnya, dan hanya menyalin apa yang dikerjakan oleh ChatGPT tanpa memperhatikan kebenarannya.Kata kunci: Berpikir kritis, ChatGPT, Masalah aljabar, Mahasiswa Abstract: This research aims to determine the effectiveness of ChatGPT as a tool for assisting per-service teachers in critical thinking and describe the critical thinking of students in solving algebra problems with the help of ChatGPT. This study uses a mixed-methods approach with an explanatory sequential design, where quantitative analysis is conducted first, followed by qualitative descriptive analysis. The results of this research show that the average critical thinking score for the ChatGPT class (56.67) is higher than the control class (41.33). The t-test analysis indicates that the t-value (2.58) > t-table (2.03) with a p-value of 0.007, which is smaller than 0.05. Therefore, it can be concluded that the null hypothesis (H0) is rejected, meaning that ChatGPT is effective in enhancing pre-service teachers’ critical thinking abilities. Furthermore, pre-service teachers with high levels of critical thinking tend to evaluate the credibility of information from both ChatGPT and problems, make the correct conclusions from acquired information, and solve problems using appropriate strategies. On the other hand, pre-service teachers with low levels of critical thinking tend to accept information from ChatGPT and problems without questioning their credibility, merely copying what is generated by ChatGPT without paying attention to its accuracy. Keywords: Critical thinking, ChatGPT, Algebraic problems, Pre-service teachers
ENHANCING STUDENTS CRITICAL THINKING THROUGH PROBLEM-BASED LEARNING WITH CHATGPT AND GEOGEBRA Muhammad Rizaldi; Oktaviana Ainun Ratnawati; Chairil Faif Pasani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.12091

Abstract

Critical thinking is increasingly important with the existence of Artificial Intelligence (AI) especially for college students. AI is not yet fully accurate in solving mathematical problems, so critical thinking helps students analyze and evaluate its answers. This study aims to enhance students’ critical thinking using PBL (Problem-Based Learning) with ChatGPT and GeoGebra. This quasi-experimental study with the pretest-post-test non-equivalent group design involved 47 subjects, 24 in the experimental group and 23 in the control group. The average pre-test and post-test of experimental (47.96 and 62.13) and control (55.48 and 54.26) groups were significantly different. The ANCOVA results showed that PBL with ChatGPT and GeoGebra significantly enhanced students’ critical thinking. Tukey’s test result showed that the difference between the experimental and control group was 14.88 which indicated that students’ critical thinking in the experimental group was higher than the control group. Furthermore, the treatment did not affect identify indicator, but had a positive effect on justify, inference, clarify, and strategy decision indicators. This demonstrates that PBL assisted by ChatGPT and GeoGebra enhances students’ critical thinking. The research has the potential to support lecturers in enhancing students’ critical thinking and improving innovative learning models where AI can be used in education with proper guidance and implications.Berpikir kritis semakin penting dengan adanya kecerdasan buatan (AI) khususnya bagi mahasiswa. AI belum sepenuhnya akurat dalam menyelesaikan masalah matematika, sehingga berpikir kritis membantu mahasiswa menganalisis dan mengevaluasi jawabannya. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan PBL berbantuan ChatGPT dan GeoGebra dalam meningkatkan kemampuan berpikir kritis mahasiswa. Populasi penelitian ini adalah seluruh mahasiswa Program Studi Pendidikan Matematika pada semester 4. Sampel penelitian dipilih menggunakan teknik cluster sampling dengan penentuan kelas eksperimen dan kelas kontrol secara acak. Penelitian kuasi-eksperimen ini dengan desain pretest-post-test non-equivalent group melibatkan 47 subjek, 24 pada kelompok eksperimen dan 23 pada kelompok kontrol. Rata-rata pre-test dan post-test kelompok eksperimen (47,96 dan 62,13) dan kontrol (55,48 dan 54,26) berbeda secara signifikan. Hasil ANCOVA menunjukkan bahwa PBL dengan ChatGPT dan GeoGebra secara signifikan meningkatkan berpikir kritis mahasiswa. Hasil uji Tukey menunjukkan perbedaan antara kelompok eksperimen dan kontrol sebesar 14,88 yang mengindikasikan bahwa berpikir kritis mahasiswa pada kelompok eksperimen lebih tinggi dibandingkan kelompok kontrol. Selain itu, perlakuan tidak berpengaruh pada indikator identify, tetapi memberikan pengaruh positif pada indikator justify, inference, clarify, dan strategy decision. Hal ini menunjukkan bahwa PBL yang dibantu oleh ChatGPT dan GeoGebra meningkatkan berpikir kritis mahasiswa. Penelitian ini berpotensi mendukung dosen dalam meningkatkan berpikir kritis mahasiswa dan memperbaiki model pembelajaran inovatif di mana AI dapat digunakan dalam pendidikan dengan bimbingan dan implikasi yang tepat.
Analysis of Students' Mathematical Reflective Thinking Ability on Algebraic Forms Based on Discovery Learning Activities Try Gita Cahyani; Demitra Demitra; Muhammad Rizaldi
JURNAL PENDIDIKAN Vol 26 No 2 (2025): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v26i2.22230

Abstract

The importance of reflective thinking skills in mathematics learning stems from in their demand for students to analyze, evaluate, and reconsider problem-solving strategies. The objectives of this study are: (1) to describe students' mathematical reflective thinking abilities based on discovery learning activities, and (2) to identify the factors that influence students' mathematical reflective thinking abilities. This study employed a mixed-method approach with an explanatory sequential design. Quantitative data were obtained through observations of the implementation of discovery learning, while qualitative data were gathered through tests and interviews with two students. The results show that students who effectively followed the stages of discovery learning tended to demonstrate a high level of mathematical reflective thinking. The research subjects were able to exhibit all three indicators of reflective thinking (reacting, comparing, and contemplating). Factors influencing students’ reflective thinking skills include cognitive aspects based on Bloom's taxonomy: knowledge (C1), comprehension (C2), application (C3), analysis (C4), and evaluation (C5).
Co-Authors Agustiyaningsih, Ramayanti Anugrah, Siti Dian Arna Purtina Artika, Zahra Dwi Chairil Faif Pasani Demitra Demitra Emy Artuti, Emy Erry Hidayanto Fajar Hidayat, Dina Damiyanti Indra Perdana Indra Perdana Irma Damayanti Jackson Pasini Mairing, Jackson Pasini Kristanoval Lada, Elyasib Yunas Monita, Dita Monita Muhamad Hamdani Muhammad Hamdani, Muhammad Ngadi Ngadi, Ngadi Oktaviana Ainun Ratnawati Pancarita Pancarita Pancarita, Pancarita Pandiangan, Pantur Pantur Pandiangan Putri Sasalia Rahmat Winata Rahmat Winata Rahmat Winata Ratnawati, Oktaviana Ainun Rustanto Rahardi Syarah Veniaty Theasy, Yoan Try Gita Cahyani Veniaty, Syarah