Exploring senior high school students' perceptions of artificial intelligence as a mathematics learning assistant
DOI:
https://doi.org/10.33474/jpm.v12i2.25877Keywords:
Artificial Intelligence, Students’ Perceptions, Mathematics Learning, Learning AssistantAbstract
The development of Artificial Intelligence (AI) has presented various opportunities in education, including as a learning assistant in mathematics. This study aims to determine students' perceptions of the use of AI as a learning assistant, identify the forms of AI utilization in mathematics learning, and assess the risks and limitations of its use. This study employed a descriptive qualitative approach. Questionnaire responses from 31 students were used to provide an initial description of students' perceptions. In comparison, semi-structured interviews with five selected students were conducted to obtain in-depth qualitative data at Public Senior High School (SMA Negeri) 7 Kediri. Data were collected through questionnaires and semi-structured interviews, then analyzed using thematic analysis. The results showed that students had a positive perception of the use of AI in mathematics learning. AI is used primarily to help understand material, obtain additional explanations, and solve math problems. However, students still rely more on teachers and other learning resources to understand mathematical concepts in depth. This study also found that students are aware of the risks of using AI, such as potential dependency, reduced self-study efforts, and decreased independent thinking skills if used excessively. Furthermore, nearly all students believed that AI cannot replace the role of teachers in learning. These findings indicate that students perceive AI as a potentially useful learning assistant for mathematics learning when its use is guided by teachers and accompanied by critical evaluation of AI-generated information.
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