Research Article
Profiles of Physics Education Students at UNIMED in Using ChatGPT Viewed from Their Critical Thinking Skills
@INPROCEEDINGS{10.4108/eai.16-9-2025.2361132, author={Derlina Derlina and Binar Kurnia Prahani and \'{Y}mm\'{y}han Ormancı and Hanandita Veda Saphira and Irham Ramadhani and Reni Riani}, title={Profiles of Physics Education Students at UNIMED in Using ChatGPT Viewed from Their Critical Thinking Skills}, proceedings={Proceedings of the 7th International Conference on Innovation in Education, Science, and Culture, ICIESC 2025, 16 September 2025, Medan, Indonesia}, publisher={EAI}, proceedings_a={ICIESC}, year={2026}, month={3}, keywords={student profile critical thinking skills chatgpt usage}, doi={10.4108/eai.16-9-2025.2361132} }- Derlina Derlina
Binar Kurnia Prahani
Ümmühan Ormancı
Hanandita Veda Saphira
Irham Ramadhani
Reni Riani
Year: 2026
Profiles of Physics Education Students at UNIMED in Using ChatGPT Viewed from Their Critical Thinking Skills
ICIESC
EAI
DOI: 10.4108/eai.16-9-2025.2361132
Abstract
This study aims to examine the profile of students in the Physics Education Study Program at UNIMED in utilizing ChatGPT for completing academic assignments. The research employed a quantitative method with a descriptive correlational design. Data were collected through structured questionnaires and critical thinking skill tests, involving a sample of 194 active students during the even semester of the 2024/2025 academic year. The results show that the students' average critical thinking score falls into the low category, with a mean score of 40.77, ranging from 11.5 to 67.7. Analysis of ChatGPT usage profiles reveals that more than 90% of students demonstrated a high level of plagiarism, often copying answers directly without engaging in analysis or evaluation. These findings indicate that ChatGPT is predominantly used as an instant answer tool rather than as a learning aid that fosters critical thinking.
