<![CDATA[This study examines the effect of ChatGPT-based Artificial Intelligence (AI) on students’ mathematical problem-solving ability and self-regulated learning (SRL) at the senior high school level. The study employed a quantitative approach with a quasi-experimental design using a non-equivalent control group. The sample consisted of high school students selected through purposive sampling, divided into an experimental group using ChatGPT-assisted learning and a control group using conventional methods. Data were collected through a mathematical problem-solving test and an SRL questionnaire. The results show that students in the experimental group achieved higher improvement in problem-solving ability compared to the control group. In addition, students’ self-regulated learning was also better, particularly in planning, monitoring, and evaluation aspects. These findings indicate that the integration of ChatGPT in mathematics learning can support the development of students’ cognitive and metacognitive skills. Therefore, AI-based learning can be considered an effective alternative to enhance student-centered learning in the digital era.]]>
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