<![CDATA[Objective: This study aims to analyze students' perspectives on the use of ChatGPT in the economics learning process at SMA Negeri 5 Jambi City by examining their perceptions regarding ease of use, utility, benefits, challenges, and the impact on learning. Method: The study employs a qualitative approach with a case study design. Data were collected through observation, semi-structured interviews, and documentation involving students with experience using ChatGPT in economics lessons. Data were analyzed using the interactive analysis model proposed by Miles, Huberman, and Saldaña, supported by NVivo 12 software. Results: The findings identify five key themes: students' understanding of ChatGPT as a learning tool, motivation for using ChatGPT, perceived benefits, challenges encountered, and the impact on economics learning. Students generally view ChatGPT positively as it facilitates the understanding of economic concepts, accelerates information access, supports assignment completion, and encourages independent learning. However, the study also reveals challenges related to information accuracy, technological dependency, and the need for digital literacy to ensure responsible usage. Novelty: This study provides empirical evidence regarding student acceptance of ChatGPT as an AI-based learning tool in high school economics education through the lens of the Technology Acceptance Model (TAM), thereby enriching the literature on AI integration in secondary education in Indonesia.]]>
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