The Use of AI in Improving Student's Critical Thinking Skills
DOI:
https://doi.org/10.30595/pssh.v18i.1279Keywords:
Artificial Intelligence, Critical Thinking, Bloom’s TaxonomyAbstract
The use of artificial intelligence (AI) in education has the potential to significantly enhance students' critical thinking skills. This study explores how AI tools can improve critical thinking among students majoring in English Education at X University. Utilizing a mixedmethods approach, the research combines quantitative surveys and qualitative interviews to assess the frequency and contexts of AI usage and its impact on critical thinking. Survey results reveal that 64% of respondents use AI tools several times a week, predominantly in educational settings. A smaller percentage of respondents use AI daily (14%), while another 14% use AI rarely, and 7% use it several times a month. Interviews with frequent AI users indicate that AI assists in expanding ideas and providing deeper insights, but its effectiveness depends on the users' ability to ask precise questions and critically interpret AI-generated content. The findings highlight that while AI can significantly aid in developing critical thinking skills through personalized learning experiences and interactive simulations, challenges such as potential biases and the need for foundational understanding persist. Ultimately, this research underscores the importance of thoughtful and critical use of AI in education to foster improved critical thinking skills.
References
Cossu, R., Awidi, I., & Nagy, J. (2024). Critical thinking activities in fluid mechanics – A case study for enhanced student learning and performance. Education for Chemical Engineers, 46. https://doi.org/10.1016/j.ece.2023.10.004
Gosner, W. (2023, March 7). Critical Thinking | Education and Philosophy. Britannica.
Jaenudin, R., Chotimah, U., Farida, F., & Syarifuddin, S. (2020). Student Development Zone: Higher Order Thinking Skills (Hots) in Critical Thinking Orientation. International Journal of Multicultural and Multireligious Understanding, 7(9). https://doi.org/10.18415/ijmmu.v7i9.1884
Jin, M., & Ji, C. (2021). The correlation of metacognitive ability, self-directed learning ability and critical thinking in nursing students: A cross-sectional study. Nursing Open, 8(2). https://doi.org/10.1002/nop2.702
Kaledio, P., Robert, A., & Frank, L. (2024). The Impact of Artificial Intelligence on Students’ Learning Experience. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4716747
Karimi, H., & Khawaja, S. (2023). The Impact of Artificial Intelligence on Higher Education in England. Creative Education, 14(12). https://doi.org/10.4236/ce.2023.1412154
López, F., Contreras, M., Nussbaum, M., Paredes, R., Gelerstein, D., Alvares, D., & Chiuminatto, P. (2023). Developing Critical Thinking in Technical and Vocational Education and Training. Education Sciences, 13(6). https://doi.org/10.3390/educsci13060590
Masadeh, T. S. Y. (2021). EFL teachers critical thinking behaviors and the challenges facing them in classrooms. Journal of English Language Teaching , 10(2).
Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for Education and Research: Opportunities, Threats, and Strategies. Applied Sciences (Switzerland), 13(9). https://doi.org/10.3390/app13095783
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. In Journal of Intelligence (Vol. 11, Issue 3). https://doi.org/10.3390/jintelligence11030054
umnadmin. (2023, August 7). 5 Pros and Cons of Artificial Intelligence: Helps and Threats? UMN (Universitas Multimedia Nusantara).
van den Berg, G., & du Plessis, E. (2023). ChatGPT and Generative AI: Possibilities for Its Contribution to Lesson Planning, Critical Thinking and Openness in Teacher Education. Education Sciences, 13(10). https://doi.org/10.3390/educsci13100998
Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00448-3
Xu, Y., Liu, X., Cao, X., Huang, C., Liu, E., Qian, S., Liu, X., Wu, Y., Dong, F., Qiu, C. W., Qiu, J., Hua, K., Su, W., Wu, J., Xu, H., Han, Y., Fu, C., Yin, Z., Liu, M., … Zhang, J. (2021). Artificial intelligence: A powerful paradigm for scientific research. In Innovation (Vol. 2, Issue 4). https://doi.org/10.1016/j.xinn.2021.100179
Zhao, Y., Liu, Y., & Wu, H. (2024). Relationships among critical thinking disposition components of Chinese undergraduates: A moderated mediating effect analysis. International Journal of Educational Research, 124. https://doi.org/10.1016/j.ijer.2023.102306
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Proceedings Series on Social Sciences & Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
