CHATGPT’S IMPLICATIONS FOR MATHEMATICAL LITERACY IN MATHEMATICS EDUCATION STUDENTS AT PGRI YOGYAKARTA UNIVERSITY
DOI:
https://doi.org/10.36706/jls.v7i1.114Keywords:
ChatGPT, mathematical literacy, mathematics education, artificial intelligenceAbstract
The research employs a descriptive qualitative approach, with a population of 70 students from the 2022 and 2023 cohorts. A random sample of 26 respondents was selected, all of whom completed the questionnaire. Data were collected through a survey using a questionnaire related to the use of ChatGT in mathematics learning that examined aspects such as frequency of use, effectiveness, and the impact of ChatGPT on conceptual understanding and mathematics learning outcomes. The findings indicate that the majority of students use ChatGPT several times a week, primarily for completing assignments (27.8%) and solving mathematical problems (19.2%). A total of 69.2% of respondents found ChatGPT effective in supporting learning, particularly in solving problems, although 53.8% encountered difficulties in its use. Additionally, 57.7% of students reported significant benefits to their learning outcomes. Despite challenges related to the clarity of explanations provided by ChatGPT, this study suggests that AI can serve as a valuable support tool in enhancing students’ mathematical literacy. The findings are expected to provide comprehensive insights into ChatGPT’s capabilities and offer practical recommendations for educators and researchers to effectively integrate this technology into research writing and mathematics learning processes.
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Copyright (c) 2025 Kintoko Kintoko, Stevanus Budi Waluya, Iwan Junaedi, Nuriana Rachmani Dewi, Deny Hadi Siswanto
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