<![CDATA[This study aimed to describe the results of argumentative text writing instruction through reflective interaction with peers, describe the results of argumentative text writing instruction through reflective interaction with ChatGPT, and examine the effectiveness of reflective interaction with ChatGPT in teaching argumentative text writing to students at SMP Negeri 8 Makassar. In this study, reflective interaction with ChatGPT refers to a dialogic process between students and ChatGPT in evaluating writing, obtaining feedback, understanding errors, and gradually and independently improving arguments. This study employed a quantitative approach using a quasi-experimental design in the form of a nonequivalent control group design. The sample consisted of 80 students, including 40 students from class IX.12 as the experimental class, which received treatment through reflective interaction with ChatGPT, and 40 students from class IX.10 as the control class, which received treatment through reflective interaction with peers. Data were collected through an argumentative text writing test and analyzed using descriptive statistics and the Mann-Whitney U test. The results showed that the mean score of the control class was 85.00, which was categorized as good, while the mean score of the experimental class was 92.88, which was categorized as very good. The Mann-Whitney U test showed a significance value of 0.004 < 0.05, indicating a significant difference in students’ argumentative writing results between the two classes. These findings indicate that ChatGPT can serve as a digital reflective partner that helps students evaluate content, clarify arguments, improve writing structure, and develop critical thinking skills in writing instruction at the junior high school level. Therefore, reflective interaction with ChatGPT provides a practical contribution to the development of AI-assisted writing instruction that is more interactive, responsive, ethical, and centered on students’ learning needs.]]>
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