<![CDATA[The growing use of generative artificial intelligence, particularly ChatGPT, has created new opportunities and challenges for higher education. This study examines students' perceptions of ChatGPT utilization in Educational Economics learning at Universitas Jambi, Indonesia. A descriptive cross-sectional survey was conducted among 78 students in the Economic Education Study Program who took the Educational Economics course during the 2025/2026 academic year. Using total sampling, data were collected through a 16-item, four-point Likert-scale questionnaire covering five dimensions: ease of use, knowledge, satisfaction, motivation, and activity. Data were analyzed using descriptive statistics based on mean scores and predetermined categories. The findings indicate generally positive student perceptions across all five dimensions. Ease of use received the highest mean score (M = 3.12), followed by knowledge (M = 3.02), satisfaction (M = 2.94), motivation (M = 2.83), and activity (M = 2.81). Students perceived ChatGPT as accessible and helpful for understanding course materials and obtaining rapid responses. However, perceptions were comparatively lower regarding response accuracy, critical thinking, and motivation for academic writing. These findings suggest that students perceive ChatGPT as a potentially valuable complementary learning resource, while recognizing its limitations for higher-order learning activities. Appropriate pedagogical guidance is therefore needed to encourage critical evaluation of AI-generated information, independent learning, and responsible use of ChatGPT in Educational Economics learning.]]>
