Meisyaroh Dwi Rusgiana. The Effect of the ChatGPT-Assisted Peer Tutoring Method on Students' Critical Thinking Skills. Thesis. Mathematics Education Program, Muhammadiyah University of Ponorogo. Advisor 1: Uki Suhendar, M.Pd.; Advisor 2: Wahyudi, S.Si., M.Pd.
This study aims to determine the effect of the ChatGPT-assisted peer-tutoring method on students' critical thinking skills in mathematics learning. The background of this study is the still-low level of students' critical thinking skills in solving mathematical problems, thus necessitating a learning method capable of enhancing students' engagement, collaboration, and critical thinking skills.
This study employed a quantitative approach using a One-Group Pretest-Posttest Design. The sample consisted of 36 students from Class X-G at Ponorogo State High School No. 3, divided into nine learning groups. Cluster random sampling was used for sample selection. The research instrument consisted of a critical thinking skills test administered before (pretest) and after (posttest) the implementation of the ChatGPT-assisted peer tutoring method. The data were analyzed using descriptive statistics, a normality test, and a paired-sample t-test to examine the effect of the ChatGPT-assisted peer tutoring method on students' critical thinking skills.
The results indicate that students' average critical thinking skills improved from 58,33 on the pretest to 76,39 on the posttest. The significance value of the paired sample t-test, 0,000 (< 0,05), indicates that the null hypothesis (Ho) is rejected and the alternative hypothesis (H₁) is accepted. The results show that the ChatGPT-assisted peer tutoring method has a significant effect on students' critical thinking skills. Based on these findings, it can be concluded that the ChatGPT-assisted peer tutoring method can serve as an effective learning alternative to enhance students critical thinking skills.
Keywords: peer tutoring, ChatGPT, critical thinking skills, mathematics learning, One-Group Pretest-Posttest Design.