This study examined the association between ChatGPT use and self-reported academic writing development and explored students’ perceptions of its role across the planning, drafting, revising, and editing stages. A quantitative-priority explanatory sequential mixed-methods design was employed at one university in Batam, Indonesia. Using purposive sampling, questionnaire data were collected from 80 English Education students who had completed an academic writing course and used ChatGPT for writing tasks. Eight respondents with different ChatGPT-use profiles subsequently participated in semi-structured interviews. The quantitative results showed that higher composite ChatGPT-use scores were significantly associated with higher self-reported academic writing scores, explaining 60.1% of the variance. Based on the eight interviews, participants perceived ChatGPT as a source of support for idea generation, text organization, language refinement, revision, efficiency, and confidence. They also emphasized the importance of verifying information, evaluating AI-generated suggestions critically, maintaining authorship, and avoiding excessive dependence. These findings indicate an association between ChatGPT use and perceived writing outcomes rather than objectively measured or causal improvement. The interpretation is limited by the one-institution purposive sample, cross-sectional design, and reliance on self-reported data. Pedagogically, the findings suggest that verification practices, critical evaluation, academic integrity, and learner autonomy warrant further consideration in AI-assisted writing instruction.
Maya Marsevani, Haeruddin Haeruddin· Datokarama English Education...· 0 citations
Analyzing current trends in science education reveals that efforts to elevate Critical Thinking Skills frequently integrate specific science learning topics alongside targeted Learning Models and Learning Media. Within this academic domain, students must move beyond mere conceptual mastery to cultivate advanced cognitive capacities, specifically analytical reasoning. Methodologically, this investigation utilized a systematic literature review supported by content analysis, harvesting peer-reviewed papers released from 2019 through 2024. Initial screening captured 200 documents, which narrowed down to 20 final publications after rigorous inclusion filtering (Prasetyo, B. and Wahyuni, 2022). Empirical results indicate that senior high school settings dominate domestic investigations regarding cognitive advancement within science learning frameworks. Physics emerges as the predominant disciplinary focus across these publications, constituting 54% of the evaluated literature. Digital platform utilization highlights Edmodo as the primary medium, recording a usage rate of 16.8%. Furthermore, discovery learning functions as the primary pedagogical framework, driving 60% of documented interventions aimed at bolstering Critical Thinking Skills. Academic contributions of this review manifest through the consolidation of contemporary data regarding effective pedagogical strategies, offering practical guidance for educators, investigators, and syllabus designers when choosing appropriate learning models and media to cultivate cognitive proficiency.
