An Analysis of Students’ Perceptions of The Use of Generative AI in Mathematics Learning: Applications, Intensity, Accuracy, Ethics, and Impact

Abstract

Abstract The development of Generative Artificial Intelligence (Gen-AI) has influenced students’ learning patterns, including in mathematics education at the university level. This study aims to analyze the perceptions of students in the Mathematics Education Program at Universitas Muhammadiyah Kotabumi regarding the use of Gen-AI in terms of its application, intensity, accuracy, ethics, and impact on mathematics learning. This study employs a descriptive quantitative approach using a survey method, involving the distribution of questionnaires to 35 Mathematics Education students. The data were analyzed descriptively to identify patterns and trends in student perceptions. The results indicate that ChatGPT is the most widely used Gen-AI platform. The intensity of use occurs in short durations during each learning session, specifically less than 10 minutes. In terms of accuracy, students generally assessed that Gen-AI is capable of providing explanations consistent with mathematical concepts, although their level of confidence in the consistency of its answers remains moderate. From an ethical standpoint, the majority of students were open about acknowledging their use of Gen-AI and did not simply accept AI answers without critical evaluation. Meanwhile, regarding its impact, has begun to show signs of dependence on Gen-AI among some students, although overall it has not yet completely replaced the practice of verifying answers or academic interactions with professors and classmates. Overall, students tend to have a positive perception of the use of Gen-AI in mathematics learning, but its use should be guided as a learning support tool that continues to emphasize mathematical reasoning, information verification, independent learning, and academic integrity. Keyword: Generative AI; Student Perceptions; Mathematics Learning.