The Effect of Using the Chatgpt Application in Improving Students' Mathematical Communication Skills and Learning Interests

Abstract

Abstract: In mathematics education, efforts should enable students to communicate their ideas and understanding. Through mathematical communication, teachers can assess the extent of students' comprehension of a subject matter. Additionally, interest is needed in learning, as interest fundamentally influences learning outcomes. The method used is a quasi-experimental method, also known as a pseudo-experiment. In this study, the experimental group is the group that received instruction using the ChatGPT application, while the control group received conventional instruction. The results obtained are as follows: (1) Paired sample t-test with a significance value (2-tailed) of 0.000 < 0.05, so H0 is rejected and H1 is accepted. Because H0 is rejected and H1 is accepted, it can be concluded that there is a significant difference in the pretest and posttest results in the experimental class in terms of students' mathematical communication abilities. The conclusions drawn from this research are as follows: (1) There is a difference in the mathematical communication abilities and learning interest of students who were taught using the ChatGPT-assisted material compared to conventional instruction, (2) There is an improvement in the learning interest of students who used the technology-based ChatGPT application in the experimental class compared to the control class using conventional instruction, (3) The ChatGPT application demonstrates vital criteria in enhancing students' mathematical communication abilities and learning interest because it allows students to discuss mathematical concepts in everyday language.