<![CDATA[The integration of Generative Artificial Intelligence (GenAI) has transformed higher education, offering innovative possibilities as well as pedagogical challenges. This study examines students' perceptions and expectations regarding the use of AI as a learning assistant in Fundamental Physics Course. Employing a quantitative descriptive survey design based on the Technology Acceptance Model (TAM) and self-regulated learning frameworks, data were collected from 119 undergraduate students in Physics and Mathematics Education at University of Mataram using a 5-point Likert scale questionnaire. The findings indicate highly positive perceptions across all evaluated dimensions: Perceived Ease of Use ( ), Student Attitudes ( ), Perceived Usefulness ( ), Usage Intensity ( ), and Learning Impact ( ). Students predominantly utilize AI as a cognitive scaffold to summarize lecture materials ( ) and facilitate self-directed learning outside class hours ( ). Within the Conceptual Change Model (CCM-CCA), AI effectively supports abstract concept understanding ( ) and connects theory with real-world applications ( ). Furthermore, students demonstrated strong academic maturity, recognizing that AI serves as a tool rather than a replacement for lecturers ( ) and acknowledging ethical guidelines ( ). However, the relatively lower score on critical thinking development ( ) highlights the risk of cognitive offloading and misconceptional pitfalls stemming from AI hallucinations. This study underscores the need to enhance AI literacy and redesign physics assessments toward higher-order thinking skills to ensure deep conceptual mastery.]]>
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