Artificial intelligence and its effects on critical thinking and problem-solving abilities in higher education
DOI:
https://doi.org/10.59672/ijed.v6i3.5030Keywords:
Artificial intelligence, ChatGPT, Critical thinking skills, Education students, Problem-solving skillsAbstract
The urgency of this research lies in the need to critically examine how the integration of Artificial Intelligence, particularly ChatGPT, influences the development of higher-order cognitive skills, ensuring that technological advancement in higher education aligns with the goals of meaningful and reflective learning. This study aims to analyze the impact of Artificial Intelligence (AI), particularly ChatGPT, on the critical thinking and problem-solving abilities of students in the Department of Education at the Faculty of Teacher Training and Education, Jambi University. A quantitative method with an ex post facto approach was employed. The research involved 855 students from the Department of Education at Jambi University, with a sample of 207 respondents selected using purposive sampling based on their active use of ChatGPT for more than two months. Data were collected through a structured questionnaire and analyzed using SmartPLS version 4.0.9.9 to test the validity, reliability, and research hypotheses. The results reveal that the use of AI-based ChatGPT has a significant positive effect on both students' critical thinking and problem-solving skills, both individually and simultaneously. The study recommends that higher education institutions integrate AI tools like ChatGPT within reflective and guided learning frameworks to enhance students’ cognitive engagement and critical inquiry.
Downloads
References
Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments TT - creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2).
Borchers, C., Carvalho, P. F., Xia, M., Liu, P., Koedinger, K. R., & Aleven, V. (2023). What makes problem-solving practice effective? Comparing paper and ai tutoring. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 14200 LNCS, 44–59. https://doi.org/10.1007/978-3-031-42682-7_4/TABLES/6
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148;Page:String:Article/Chapter
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
Dmitrenko, N., Fedyk, T., Franchuk, N., Shakhina, I., & Podzygun, O. (2025). Leveraging chatgpt to develop critical thinking through mathematical problem-solving in ESP classes. Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference, 3, 91–98. https://doi.org/10.17770/ETR2025VOL3.8540
Dogan, M. E., Goru Dogan, T., & Bozkurt, A. (2023). The use of Artificial Intelligence (AI) in online learning and distance education processes: A systematic review of empirical studies. Applied Sciences 2023, Vol. 13, Page 3056, 13(5), 3056. https://doi.org/10.3390/APP13053056
Duncker, K. (1945). On problem-solving. Psychological Monographs, 58(5), i–113. https://doi.org/10.1037/H0093599
Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., Duan, Y., Dwivedi, R., Edwards, J., Eirug, A., Galanos, V., Ilavarasan, P. V., Janssen, M., Jones, P., Kar, A. K., Kizgin, H., Kronemann, B., Lal, B., Lucini, B., … Williams, M. D. (2021). Artificial Intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 57. https://doi.org/10.1016/J.IJINFOMGT.2019.08.002
Eriana, E. S., Kom, S., Kom, M., & Zein, D. A. (2023). Artificial Intelligence (AI). Angewandte Chemie International Edition, 6(11), 951–952. https://repository.penerbiteureka.com/publications/567027/
Evi Yupani & Widana, I. W. (2023). The impacts of the stem-based inquiry learning models on critical thinking and concept mastery. Indonesian Research Journal in Education, 7(1), 171-184. https://doi.org/10.22437/irje.v7i1.24227
Faiz, A., & Kurniawaty, I. (2023). Tantangan penggunaan ChatGPT dalam pendidikan ditinjau dari sudut pandang moral (The challenges of using ChatGPT in education are reviewed from a moral perspective). EDUKATIF : Jurnal Ilmu Pendidikan, 5(1). https://doi.org/10.31004/edukatif.v5i1.4779
Habibi, A., Muhaimin, M., Danibao, B. K., Wibowo, Y. G., Wahyuni, S., & Octavia, A. (2023). ChatGPT in higher education learning: Acceptance and use. Computers and Education: Artificial Intelligence, 5, 100190. https://doi.org/10.1016/J.CAEAI.2023.100190
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. https://doi.org/10.1007/978-3-030-80519-7
Hakim, L. N., Rachmawati, E., & Purwaningsih, S. (2020). Teachers' strategies in developing students' critical thinking and critical reading. Pedagogia : Jurnal Pendidikan, 10(1). https://doi.org/10.21070/pedagogia.v10i1.1036
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/J.LINDIF.2023.102274
Lai, C. Y., Cheung, K. Y., Chan, C. S., & Law, K. K. (2024). Integrating the adapted UTAUT model with moral obligation, trust and perceived risk to predict ChatGPT adoption for assessment support: A survey with students. Computers and Education: Artificial Intelligence, 6, 100246. https://doi.org/10.1016/J.CAEAI.2024.100246
Lee, H. Y., Chen, P. H., Wang, W. S., Huang, Y. M., & Wu, T. T. (2024). Empowering ChatGPT with guidance mechanism in blended learning: Effect of self-regulated learning, higher-order thinking skills, and knowledge construction. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00447-4
Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/LHTN-01-2023-0009/FULL/XML
Mesiono, M., Fahada, N., Irwansyah, I., Diana, D., & Siregar, A. S. (2024). SWOT analysis of ChatGPT: Implications for educational practice and research. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 9(1), 181–196. https://doi.org/10.31851/JMKSP.V9I1.14137
Orrù, G., Piarulli, A., Conversano, C., & Gemignani, A. (2023). Human-like problem-solving abilities in large language models using ChatGPT. Frontiers in Artificial Intelligence, 6, 1199350. https://doi.org/10.3389/FRAI.2023.1199350/BIBTEX
Paul, R., & Elder, L. (2006). Critical thinking: Tools for taking charge of your learning and your life (2nd ed.). Pearson/Prentice Hall.
Paul, R., & Elder, L. (2009). The miniature guide to critical thinking : Concepts and tools. 23. Peran Artificial Intelligence Chatgpt Dalam Perencanaan Pembelajaran Di Era Revolusi Industri 4.0 | Masokan Ilmu Sosial dan Pendidikan. (n.d.). Retrieved June 22, 2025, from https://masokan.iakn-toraja.ac.id/index.php/ojsdatamasokan/article/view/100
Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1–13. https://doi.org/10.1186/S41039-017-0062-8/METRICS
Purnadewi, G. A. A., & Widana, I. W. (2023). Improving students’ science numeration capability through the implementation of the PBL model based on local wisdom. Indonesian Journal of Educational Development (IJED), 4(3), 307-317. https://doi.org/10.59672/ijed.v4i3.3252
Qawqzeh, Y. (2024). Exploring the influence of student interaction with ChatGPT on critical thinking, problem solving, and creativity. International Journal of Information and Education Technology, 14(4), 596–601. https://doi.org/10.18178/IJIET.2024.14.4.2082
Ruiz-Rojas, L. I., Salvador-Ullauri, L., & Acosta-Vargas, P. (2024). Collaborative working and critical thinking: adoption of generative artificial intelligence tools in higher education. Sustainability 2024, Vol. 16, Page 5367, 16(13), 5367. https://doi.org/10.3390/SU16135367
Sajidan, Suranto, Atmojo, I. R. W., Saputri, D. Y., & Etviana, R. (2022). Problem-Based Learning-Collaboration (PBL-C) Model in elementary school science learning in the industrial revolution Era 4.0 and Indonesia society 5.0. Jurnal Pendidikan IPA Indonesia, 11(3). https://doi.org/10.15294/jpii.v11i3.30631
Sallam, M. (2023). ChatGPT utility in healthcare education, research, and practice: systematic review on the promising perspectives and valid concerns. Healthcare 2023, Vol. 11, Page 887, 11(6), 887. https://doi.org/10.3390/HEALTHCARE11060887
Sharma, D. (2024). Critical thinking and problem-solving in the age of ChatGPT: Experiential-Bibliotherapy-blogging project. Business and Professional Communication Quarterly. https://doi.org/10.1177/23294906241254780
Shrivastava, R. (2023). Role of artificial intelligence in future of education. International Journal of Professional Business Review, 8(1), e0840. https://doi.org/10.26668/businessreview/2023.v8i1.840
Suhardita, K., Widana, I. W., Degeng, I. N. S., Muslihati, M., & Indreswari, H. (2024). Sharing behavior in the context of altruism is a form of strategy for building empathy and solidarity. Indonesian Journal of Educational Development (IJED), 5(3), 316-324. https://doi.org/10.59672/ijed.v5i3.4145
Suharmawan, W. (2023). Pemanfaatan Chat GPT dalam dunia pendidikan (Utilization of GPT Chat in the world of education). Education Journal : Journal Educational Research and Development, 7(2), 158–166. https://doi.org/10.31537/EJ.V7I2.1248
Syehansyah, M. (2023). Pengaruh penggunaan Artificial Intelligence (AI) text based -chatgpt terhadap efisiensi belajar mahasiswa di lingkungan kampus Universitas Nasional (The effect of using Artificial Intelligence (AI) text based -chatgpt on student learning efficiency in the National University campus environment). Jurnal Statistik Sosial. https://www.academia.edu/105409415/Pengaruh_Penggunaan_Artificial_Intelligence_AI_Text_Based_Chatgpt_terhadap_Efisiensi_Belajar_Mahasiswa_di_Lingkungan_Kampus_Universitas_Nasional
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 1–24. https://doi.org/10.1186/S40561-023-00237-X/FIGURES/13
UNESCO. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000366994
Urban, M., Děchtěrenko, F., Lukavský, J., Hrabalová, V., Svacha, F., Brom, C., & Urban, K. (2024). ChatGPT improves creative problem-solving performance in university students: An experimental study. Computers & Education, 215, 105031. https://doi.org/10.1016/J.COMPEDU.2024.105031
Van Dis, E. A. M., Bollen, J., Zuidema, W., van Rooij, R., & Bockting, C. L. (2023). ChatGPT: Five priorities for research. Nature 2023 614:7947, 614(7947), 224–226. https://doi.org/10.1038/d41586-023-00288-7
Wang, J., & Fan, W. (2025). The effect of ChatGPT on students' learning performance, learning perception, and higher-order thinking: insights from a meta-analysis. Humanities and Social Sciences Communications 2025 12:1, 12(1), 1–21. https://doi.org/10.1057/s41599-025-04787-y
Yofeigo, A. E., Tiara, T., & Kantun, S. (2022). Persepsi siswa terhadap penggunaan google classroom dalam pembelajaran akuntansi dengan pendekatan Technology Acceptance Model (TAM) (Students' perceptions of the use of Google Classroom in accounting learning using the Technology Acceptance Model (TAM) approach). Manajemen Pendidikan, 17(1), 12–21. https://doi.org/10.23917/JMP.V17I1.14951
Yunaeti, N., Arhasy, E. A., & Ratnaningsih, N. (2021). Analisis kemampuan pemecahan masalah matematik peserta didik menurut Teori John Dewey ditinjau dari gaya belajar (Analysis of students' mathematical problem-solving abilities according to John Dewey's theory viewed from the learning style perspective). Journal of Authentic Research on Mathematics Education (JARME), 3(1), 10–21. https://doi.org/10.37058/JARME.V3I1.2212
Zhai, X., Nyaaba, M., & Ma, W. (2024). Can generative AI and ChatGPT outperform humans on cognitive-demanding problem-solving tasks in science? Science and Education, 34(2), 649–670. https://doi.org/10.1007/S11191-024-00496-1/METRICS
Zhafira, Hamdiyati, Y., & Nuraeni, E. . (2025). Development of E-VIRA (e-module virus integrated reality-augmented): Enhance mental models and problem-solving skills. Indonesian Journal of Educational Development (IJED), 6(2), 351–366. https://doi.org/10.59672/ijed.v6i2.4857
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ide Aprianto, Sofyan Sofyan, Sophia Rahmawati, Susanti Sufyadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
This is an Open Access article distributed under the terms of Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material.
