Analysis of Metacognitive Failures when Using ChatGPT in Solving Mathematical Problems: An Islamic Educational Perspective

Abstract

Mathematics contributes significantly to the advancement of various fields of science, knowledge, and technology. In today’s digital transformation era, technology plays an essential role in shaping the way students think and learn. One of the most influential technological innovations in education is artificial intelligence (AI), exemplified by ChatGPT. However, the ease of accessing solutions through AI may reduce students’ awareness of their own thinking processes and lead to a decline in independent reasoning. Therefore, this study aims to analyze metacognitive failures among first-year university students when using ChatGPT to solve mathematical problems through an Islamic educational lens. From an Islamic perspective, thinking (tafakkur) and reflection (tadabbur) are acts of worship that cultivate intellectual and spiritual awareness. Islam emphasizes the responsible use of knowledge and technology, guiding learners to maintain amanah (intellectual honesty), avoid ghurur (deceptive dependence), and practice muhasabah (self- reflection) in the pursuit of understanding. Metacognition, in this sense, extends beyond cognitive control to include moral and spiritual accountability before Allah. This study employs a qualitative approach with a descriptive exploratory design. The instruments used include mathematical problem-solving tests, MAI (Metacognitive Awareness Inventory) questionnaires, and open-ended interviews. The research stages consist of identifying the problem, determining the focus of the study, specifying data needs, collecting data, and analyzing data. The results reveal that three participants experienced distinct forms of metacognitive failure: S1 experienced metacognitive blindness, S2 experienced metacognitive vandalism, and S3 experienced metacognitive mirage, as they perceived warning signs that were not actually present. Viewed through Islamic education, these failures illustrate an imbalance between rational and spiritual awareness. Overreliance on AI tools without critical reflection may weaken ijtihad (independent reasoning) and hinder sincere learning (ikhlas). Therefore, integrating Islamic values such as tawakkul (trust in Allah after effort) and amanah ilmiyyah (intellectual integrity) can help students use technology ethically and purposefully in their quest for knowledge.