<![CDATA[This study analyzes how to Grade XII students used Gemini AI to create posters on the development of science and technology. A descriptive qualitative design was employed with 25 students at Al-Hikmah Senior High School, Surabaya. The data comprised 25 prompts submitted to Gemini and students’ responses to ten open-ended questions after the activity. The data were examined through reflexive thematic analysis, complemented by a descriptive reading of prompt length and components. The findings show that students used Gemini as an integrated production environment to locate information, formulate titles and copy, generate visual ideas, and revise designs. Their practices nevertheless formed a spectrum ranging from near-complete delegation to collaboration in which students acted as directors and editors. All students reported encountering limitations in AI outputs, particularly inaccuracies, overly general answers, visual mismatches, and typographical errors. They verified outputs through books, teacher-provided materials, articles, and websites, although the depth of verification varied. This study contributes the concept of dual learning: students learned the history of technological development while developing AI literacy through prompting, curation, verification, and creative decision-making. Gemini was most educationally productive when positioned as a dialogic partner subject to human judgment rather than as a substitute for student thinking.]]>
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