<![CDATA[The use of Artificial Intelligence (AI) in academic activities has increased significantly, creating the need for a valid and reliable instrument to measure students' dependence on Artificial Intelligence. This study aimed to examine the validity and reliability of an Artificial Intelligence dependence instrument administered to 89 prospective mathematics teachers. The study employed a quantitative descriptive approach. The research instrument was a questionnaire consisting of 20 items covering five aspects: usage, feelings, usefulness, ease of access, and dependence on Artificial Intelligence. The instrument was adapted from an existing questionnaire and modified to suit the context of prospective mathematics teachers. Item validity was analyzed using the Pearson Product–Moment correlation, while reliability was evaluated using Cronbach's Alpha. The results indicated that all questionnaire items were valid. The reliability analysis yielded a Cronbach's Alpha coefficient of 0.78, which falls into the high reliability category, indicating that the instrument has good internal consistency. Therefore, the Artificial Intelligence dependence instrument was found to be valid and reliable, making it suitable for measuring the level of dependence on Artificial Intelligence among prospective mathematics teachers.]]>
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