Students’ Perceptions of the Use of ChatGPT in Mathematics Learning: A Descriptive Study
DOI:
https://doi.org/10.2026/yk08v219Keywords:
ChatGPT, Mathematics Learning, Students’ PerceptionsAbstract
The increasing integration of generative artificial intelligence into education has positioned ChatGPT as a potential supplementary tool in mathematics learning. This study aims to describe students’ perceptions of ChatGPT use in mathematics learning across nine dimensions: usage intensity, purposes of use, ease of use, learning benefits, support for independent learning, information reliability, critical evaluation, limitations and risks, and attitudes toward ChatGPT. A quantitative descriptive design was employed, involving 143 students with experience using ChatGPT in mathematics learning. Data were collected through a 28-item questionnaire using a five-point Likert scale and analyzed using descriptive statistics. The findings show that students’ overall perception of ChatGPT use was high, with a mean score of 3.92. The highest score was found in attitudes toward ChatGPT (4.22), categorized as very high, while information reliability obtained the lowest score (3.48), although it remained in the high category. These findings indicate that students perceive ChatGPT as accessible, useful, and supportive of mathematics learning, while also recognizing the need to verify AI-generated information and avoid excessive dependence. The study highlights the importance of teacher guidance and critical AI literacy to ensure that ChatGPT supports mathematical understanding and independent thinking rather than replacing them.
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