<![CDATA[This study employs a quantitative approach using a symmetrical correlational research design. The subjects consisted of 24 students from the Class of 2024 (Class A) of the Primary School Teacher Education (PGSD) program at the University of Riau, selected via accidental sampling. Data were collected using a Likert-scale questionnaire distributed online via Google Forms. Data analysis involved both descriptive and inferential statistics, specifically the Shapiro-Wilk normality test and Pearson Product-Moment correlation. Descriptive analysis results indicated that the intensity of generative AI usage (mean = 37.96) and mathematical critical thinking skills (mean = 38.67) fell into the high category. Notably, 75% of the students demonstrated a critical attitude by consistently double-checking answers generated by AI. The Pearson correlation test yielded an r-value of 0.340 with a significance level of p = 0.105 (p > 0.05). These findings suggest a positive relationship ranging from weak to moderate strength, yet one that is not statistically significant. The study concludes that a high intensity of generative AI usage has not been proven to have a significant relationship with the students' mathematical critical thinking skills.]]>
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