Analysis of the Use of Artificial Intelligence on Students’ Critical Thinking Skills in Trigonometric Ratios

Nathania Eka Salsabilla, Dyana Wijayanti, Nila Ubaidah, Mochamad Abdul Basir

Abstract


This study aims to analyze how the use of artificial intelligence affects the critical thinking skills of tenth-grade students on the topic of trigonometric ratios at SMK Wikrama 1 Jepara. This study employs a descriptive qualitative approach involving 22 students divided into five groups. Data were collected through written tests based on five indicators of critical thinking (identification, justification, inference, clarification, and strategy formulation), in-depth interviews, and documentation of students’ interactions with artificial intelligence. Data analysis was conducted using the interactive analysis model proposed by Miles and Huberman. The results indicate that students’ critical thinking skills are categorized into three levels: high, moderate, and low. Students with high-level abilities utilize artificial intelligence as a dialogic partner to deepen their conceptual understanding and independently verify their answers. Students with moderate abilities use artificial intelligence as an additional source of information. Meanwhile, students with low abilities tend to copy answers without engaging in critical reasoning processes. These findings suggest that the effectiveness of artificial intelligence in supporting critical thinking largely depends on how it is used, rather than merely on access to it.

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