<![CDATA[The development of artificial intelligence has brought ChatGPT into higher education as a tool that can support students in accessing information, understanding learning materials, completing academic activities, and developing learning independence. However, its use also raises concerns regarding information accuracy, critical thinking, and academic resposibility. This study aims to describe students’ perceptions of ChatGPT utilization in the lecture process. The study employed a descriptive quantitative approach involving 32 first-semester students of the Faculty of Teacher Training and Education. Data were collected using a 20-item Likert-scale questionnaire, with 14 valid items analyzed after reverse scoring and item selection. Data analysis included descriptive statistics, percentage analysis, reliability testing, and normally testing. The results showed overall mean score of 48,34 with a standard deviation of 5,99 , a minimum score of 33, and a maximum score of 56. The overall perception reached 86,33% indicating a positive perception. The highest indicator was responsibility and learning independence (89,58%), while the lowest was benefits and understanding (83,85%). The findings indicate that students tend to perceive ChatGPT as a supporting learning tool, particularly for accessibility, learning efficiency, information verification, and independent learning. Nevertheless, responsible use, information verification, and critical thinking remain importand aspects in integrating ChatGPT into higher education.]]>
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