<![CDATA[This study aims to describe the perceptions of Primary School Teacher Education (PGSD) students at Universitas Riau, cohort 2025, regarding the use of ChatGPT as a support tool for mathematics learning. The study employed a quantitative approach with a descriptive design. The sample consisted of 50 students selected using purposive sampling based on the criteria that they had used ChatGPT to support mathematics learning or mathematics assignments. Data were collected through an online questionnaire using a five-point Likert scale consisting of 30 initial statements. The instrument was tested using Pearson item-total correlation for validity and Cronbach’s Alpha for reliability. The results showed that 18 statements were valid, with a Cronbach’s Alpha value of 0.926. The analysis showed that perception scores ranged from 52 to 90, with a mean of 67.40 and a standard deviation of 8.54. A total of 33 students (66%) were categorized as having high perceptions, 12 students (24%) as moderate, and 5 students (10%) as very high. No respondents were categorized as low or very low. These findings indicate that students who have used ChatGPT tend to have positive perceptions of its use as a support tool for mathematics learning. ChatGPT can support mathematics learning activities while students remain responsible for verifying information and understanding the solution process.]]>
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