STUDENTS' PERCEPTION TOWARDS CHATGPT IN LEARNING ENGLISH SMKN 1 GLAGAH BANYUWANGI

This thesis investigates the impact of ChatGPT on English language learning among students at SMKN 1 Glagah Banyuwangi. The research participants are SMKN 1 Glagah Banyuwangi students with previous experiences using ChatGPT. A qualitative research design is used by the researcher conducting the study. The researcher uses semi-structured interviews to gather the data. Positive and negative perceptions are the categories used to group the study's findings. Positive opinions include ChatGPT's benefits for helping students with their homework, translating words for language understanding, and improving their English language skills. Unfavorable opinions include worries about the tool's inconsistent response times and the emergence of a dependence on ChatGPT to accomplish activities. Moreover, ix of students stated that ChatGPT has a more significant advantageous effect in learning English activities

THE USE OF CHATGPT FOR PARAPHRASING IN THESIS WRITING CLASS AT ENGLISH PROGRAM 2023

This research investigated the use of ChatGPT for paraphrasing in the scope of thesis writing class at English study program. The informants for this research are six students in thesis writing class who used ChatGPT as their paraphrasing tool. The researcher used descriptive qualitative research design. To collect the data, the researcher uses semi-structured interviews and documentations. Interview were conducted in 6 students who take thesis writing class in semester 6 at University of Muhammadiyah Malang and continued with the screenshots documentation to obtain further data. Based on the findings, ChatGPT is utilized in three phases namely pre-using while-using and post-using. In the pre-using stage, the comparison between ChatGPT and student’s previous paraphrasing tools show that ChatGPT is dominant. In the while-using stage, it is indicated the implementation, strategy, the accuracy and fluency. In the post-using stage, ChatGPT can change student’s habit while it’s challenge. As it benefits, ChatGPT can serve as an option tool. ChatGPT Overall, with it’s ability ChatGPT has the potential to assist students in their study especially in paraphrasing

STUDENTS' PERCEPTIONS TOWARD CHATGPT IN LEARNING ENGLISH AT SMAN 1 GLAGAH BANYUWANGI

The aim of this research is to find out the students' perceptions toward ChatGPT in learning English at SMAN 1 Glagah Banyuwangi. The researcher used descriptive qualitative research to investigate the perceptions of SMAN 1 Glagah students towards ChatGPT in learning English. To collect data, the researcher used two instruments, namely questionnaires and semi-structured interviews. Questionnaires were distributed to 20 grade 11 students at SMAN 1 Glagah Banyuwangi and continued with interviewing 6 students to obtain further data. Based on the findings, there were two perceptions expressed by the informants, namely positive and negative perceptions. Four positive perceptions were found: ChatGPT is helpful, easy to use, improves reading and writing skills, and improves learning motivation. On the other hand, three negative perceptions were also found, including the possibility of inaccurate answers, lack of understanding of the context, and dependency. Overall, positive perceptions dominate because four out of six students interviewed stated that ChatGPT had a positive impact on learning English

PENGGUNAAN CHATGPT UNTUK PENULISAN KARYA ILMIAH BERBASIS PENELITIAN TINDAKAN KELAS

Salah satu implementasi Artificial Intelligence (AI) yang dapat mendukung penulisan karya ilmiah adalah ChatGPT. Penggunaan prompt pada ChatGPT dengan teknik yang baik dan efektif mampu menghasilkan tulisan yang memiliki nilai ilmiah. Guru bertanggung jawab untuk mengevaluasi pembelajaran melalui Penelitian Tindakan Kelas (PTK), namun sering kesulitan ketika menyampaikan hasil PTK dalam tulisan ilmiah. Hal serupa juga terjadi pada guru-guru di SMAN 1 Tangerang Selatan. Oleh karena itu, tim dosen pengabdian mengadakan pelatihan peningkatan kualitas profesionalisme guru dengan menggunakan ChatGPT dalam penulisan karya ilmiah berbasis PTK. Dalam kegiatan ini, guru dibimbing mulai dari penulisan hingga pengiriman ke jurnal ilmiah. Pelatihan dilakukan dengan membentuk kelompok kecil dan menerapkan metode hybrid (online dan offline). Hasil kuesioner menunjukkan bahwa sebelum pelatihan, 57% peserta belum mengenal ChatGPT dan 24% belum pernah melakukan PTK. Namun, setelah pelatihan, 97% peserta merasa ChatGPT membantu dalam penulisan karya ilmiah dan 100% berkomitmen untuk melaksanakan PTK demi peningkatan hasil pembelajaran

Lumbar Disc Herniation with Radiculopathy: A Comparison of NASS Guidelines and ChatGPT

Background: ChatGPT is an advanced language AI able to generate responses to clinical questions regarding lumbar disc herniation with radiculopathy. Artificial intelligence (AI) tools are increasingly being considered to assist clinicians in decision-making. This study compared ChatGPT-3.5 and ChatGPT-4.0 responses to established NASS clinical guidelines and evaluated concordance. Methods: ChatGPT-3.5 and ChatGPT-4.0 were prompted with fifteen questions from The 2012 NASS Clinical Guidelines for the diagnosis and treatment of lumbar disc herniation with radiculopathy. Clinical questions organized into categories were directly entered as unmodified queries into ChatGPT. Language output was assessed by two independent authors on September 26, 2023 based on operationally-defined parameters of accuracy, over-conclusiveness, supplementary, and incompleteness. ChatGPT-3.5 and ChatGPT-4.0 performance was compared via chi-square analyses. Results: Among the fifteen responses produced by ChatGPT-3.5, 7 (47%) were accurate, 7 (47%) were over-conclusive, fifteen (100%) were supplementary, and 6 (40%) were incomplete. For ChatGPT-4.0, ten (67%) were accurate, 5 (33%) were over-conclusive, 10 (67%) were supplementary, and 6 (40%) were incomplete. There was a statistically significant difference in supplementary information (100% vs. 67%; p=.014) between ChatGPT-3.5 and ChatGPT-4.0. Accuracy (47% vs. 67%; p=.269), over-conclusiveness (47% vs. 33%; p=.456), and incompleteness (40% vs. 40%; p=1.000) did not show significant differences between ChatGPT-3.5 and ChatGPT-4.0. ChatGPT-3.5 and ChatGPT-4.0 both yielded 100% accuracy for definition and history and physical examination categories. Diagnostic testing yielded 0% accuracy for ChatGPT-3.5 and 100% accuracy for ChatGPT-4.0. Nonsurgical interventions had 50% accuracy for ChatGPT-3.5 and 63% accuracy for ChatGPT-4.0. Surgical interventions resulted in 0% accuracy for ChatGPT-3.5 and 33% accuracy for ChatGPT-4.0. Conclusions: ChatGPT-4.0 provided less supplementary information and overall higher accuracy in question categories than ChatGPT-3.5. ChatGPT showed reasonable concordance to NASS guidelines, but clinicians should caution use of ChatGPT in its current state as it fails to safeguard against misinformation

Occupational Therapy Students’ Perceptions of Using ChatGPT for an Academic Course Assignment

Chat Generative Pre-Trained Transformer (ChatGPT), a natural language based artificial intelligence (AI), has been either welcomed or maligned by academia. This project aimed to: (a) provide a structured opportunity for students to use ChatGPT and critique its responses and (b) investigate student perceptions before and after using ChatGPT for a class assignment. Forty graduate occupational therapy students used ChatGPT to complete two written assignments. Pre- and post-ChatGPT assignment surveys completed by students were analyzed. After using ChatGPT to complete course assignments, students were significantly more likely to agree that: (a) ChatGPT is helpful for completing assignments, (b) ChatGPT provides accurate answers, and (c) ChatGPT provides unbiased answers. Several themes emerged from the qualitative data: (a) critiques of ChatGPT, (b) optimal use of ChatGPT, and (c) emotional responses to ChatGPT. Academic assignments requiring the use of AI may allow students to appraise critically and responsibly use these tools for their learning

ChatGPT Assisting Diagnosis of Neuro-ophthalmology Diseases Based on Case Reports

Objective: To evaluate the efficiency of large language models (LLMs) such as ChatGPT to assist in diagnosing neuro-ophthalmic diseases based on detailed case descriptions. Methods: We selected 22 different case reports of neuro-ophthalmic diseases from a publicly available online database. These cases included a wide range of chronic and acute diseases that are commonly seen by neuro-ophthalmic sub-specialists. We inserted the text from each case as a new prompt into both ChatGPT v3.5 and ChatGPT Plus v4.0 and asked for the most probable diagnosis. We then presented the exact information to two neuro-ophthalmologists and recorded their diagnoses followed by comparison to responses from both versions of ChatGPT. Results: ChatGPT v3.5, ChatGPT Plus v4.0, and the two neuro-ophthalmologists were correct in 13 (59%), 18 (82%), 19 (86%), and 19 (86%) out of 22 cases, respectively. The agreement between the various diagnostic sources were as follows: ChatGPT v3.5 and ChatGPT Plus v4.0, 13 (59%); ChatGPT v3.5 and the first neuro-ophthalmologist, 12 (55%); ChatGPT v3.5 and the second neuro-ophthalmologist, 12 (55%); ChatGPT Plus v4.0 and the first neuro-ophthalmologist, 17 (77%); ChatGPT Plus v4.0 and the second neuro-ophthalmologist, 16 (73%); and first and second neuro-ophthalmologists 17 (17%). Conclusions: The accuracy of ChatGPT v3.5 and ChatGPT Plus v4.0 in diagnosing patients with neuro-ophthalmic diseases was 59% and 82%, respectively. With further development, ChatGPT Plus v4.0 may have potential to be used in clinical care settings to assist clinicians in providing quick, accurate diagnoses of patients in neuro-ophthalmology. The applicability of using LLMs like ChatGPT in clinical settings that lack access to subspeciality trained neuro-ophthalmologists deserves further research

Can Students Use ChatGPT for Academic Purposes? The Potential and Challenges of Using Large Language Models in Post-Secondary Education

The large language models (LLMs) prototype can be traced back to a research study on the transformer model published by Google researchers in 2017 (Vaswani et al., 2017). However, it was widely known and used by the general public after ChatGPT launched in late November 2022. ChatGPT is a remarkable application of LLMs; it can present an amazing conversation ability with humans (Zhao et al., 2023). Almost one million users registered for ChatGPT within 5 days of its official release (Meer, 2024), leading it to become one of the most popular artificial intelligence (AI) tools in 2023. Since then, the storm of artificial intelligence generated content (AIGC) has begun sweeping the world. Unlike previous chatbots, the responses from ChatGPT are more human-like and personalized by adapting users’ prompts. In addition to ChatGPT, Claude is another AI-based tool that utilizes LLMs to assist users in various tasks. The applications of ChatGPT are extensive, but its controversies still exist in education. Some schools worry that ChatGPT might cause more serious cheating problems and created boycott policies, though some are gradually lifting their bans on ChatGPT. For example, New York City Public Schools banned ChatGPT in early January 2023 because they were concerned that the use of ChatGPT may cause an increase in cheating and decrease students' critical thinking and problem-solving skills. A survey conducted in December 2023 by Education Week revealed that 27% of educators reported that either students or teachers are barred from using ChatGPT in schools (Klein, 2024). Although many regions and schools resist the use of ChatGPT by students, more and more tools (e.g., BERT, Claude, Gemini) with the support of LLMs emerged, allowing students to bypass ChatGPT bans. This paper aims to examine whether and how ChatGPT can serve as an effective educational tool for students. Following an introduction to ChatGPT, this paper reviews the potential and pitfalls of using ChatGPT for academic purposes with a comparison between ChatGPT and Claude in academic performance

ChatGPT and Medical Education: A Double-Edged Sword

ChatGPT has gained attention worldwide. In the medical education field, ChatGPT, or any similar large language model, provides a convenient way for students to access information and practice their skills. ChatGPT can simulate patient interactions, allowing students to practice their diagnostic and communication skills in a safe and controlled environment. ChatGPT can also answer questions and provide explanations for complex medical concepts. There have been attempts involving ChatGPT to assist researchers in writing journal articles. Due to its capabilities, ChatGPT has the potential to be abused and sparking ethical concerns. Unwise researchers can now employ ChatGPT to write academic articles. Similarly, irresponsible students, might utilize ChatGPT to cheat during exams. We investigated whether ChatGPT, in its current state, can answer Indonesian medical doctor examination problems. Among the 3 problems that we have picked, ChatGPT can only correctly answer 1 question. We also examine whether ChatGPT-generated abstracts can fool professionals and educators. We have brought 6 abstracts, 3 of which are taken from actual published papers, while the other 3 were generated by ChatGPT. We recruited 12 participants with either a medical doctor (M.D.), a doctorate (Ph.D.), or an M.D., Ph.D. degree from various institutions in Indonesia. Surprisingly, 4 of the participants couldn't guess a single abstract correctly, 6 could only identify 1 abstract accurately, one correctly guessed 2 abstracts, and one correctly identified 3 abstracts. Therefore, it is safe to say that ChatGPT, in its current state, has been able to fool professionals and educators

The ChatGPT Dilemma: Opportunities vs. Risks in Engineering Education

Objective: This research aims at exploring ChatGPT\u27s features and benefits in engineering education, while presenting suggested best practices, potential challenges, and ethical considerations for its use in this field. Methodology: Descriptive analysis of ChatGPT applications in engineering education, focusing on benefits, challenges, and limitations. Key Findings: ChatGPT has diverse applications across various domains, with unprecedented attention in media, industry, and academia. ChatGPT can help enhance students\u27 problem-solving and soft skills (21st century skills). There is a need to change the teaching and assignment approach in engineering to better harness ChatGPT\u27s capabilities. Conclusions: Educators in the engineering field should emphasize the importance of addressing the limitations of Generative AI-based tools to fully harness their benefits. The use of ChatGPT in engineering education presents benefits, challenges, and limitations that must be considered. Recommendations: Adapt teaching methods in engineering to align with ChatGPT\u27s capabilities. Develop strategies to address ethical and practical challenges associated with using ChatGPT in engineering education. Conduct further research to evaluate ChatGPT\u27s impact on learning outcomes and skill development in engineering education