Lukman H. Muhaimin, Nanang Priatna, Anggy P. Junfithrana, Didi Suryadi, Agus Hendriyanto, Widyastuti, Mella Triana
The presence of Artificial Intelligence (AI) in various fields of knowledge represents an interpretation of technological advancements. In education, AI has the potential to contribute to the efficiency of learning processes. However, as academics, it is essential to closely examine the use of AI, particularly in constructing students' knowledge. This study aims to analyze the quality of information generated by ChatGPT, its contribution to shaping students' knowledge, and its impact on mathematics learning. This research uses a qualitative approach with a phenomenological design. It involves students from the Mathematics Education Study Program at a university in Surakarta who are currently enrolled in an Analytical Geometry course during the 2024/2025 academic year. Data were collected through tests and interviews and analyzed using data reduction, presentation, and conclusion drawing. The findings reveal that ChatGPT's responses often need to be more accurate and consistent in defining mathematical concepts, potentially leading to unvalidated information acceptance. Students tend to be passive in constructing knowledge, focusing more on obtaining answers than understanding the underlying processes. As a result, their comprehension remains superficial and lacks analytical depth. This study underscores the crucial role of educators in guiding, validating, and ensuring profound learning through the synergy of technology and human intervention. © 2026 American Institute of Physics Inc.. All rights reserved.
Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Indonesian Didactical Design Research Development Center (PUSBANGDDRINDO), Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Electrical Engineering, Nusa Putra University, Sukabumi, Indonesia; Department of Master's Program in Pedagogy, Nusa Putra University, Sukabumi, Indonesia; Department of Mathematics Education, Universitas Lampung, Lampung, Indonesia
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