The Effect of the Frequency of Artificial Intelligence (AI) Use on the Critical Thinking Ability of Junior and Senior High School Students in Medan City
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The development of generative artificial intelligence has transformed the way learners interact with information in educational contexts; however, its impact on critical thinking skills remains debated. This study aimed to analyze the effect of artificial intelligence (AI) use frequency on the critical thinking abilities of junior and senior high school students in Medan City. This study employed a quantitative approach with a correlation-regression survey design. The sample consisted of 50 students from 16 schools in Medan City who were selected using purposive sampling, comprising 25 junior high school students and 25 senior high school students with a balanced gender composition. The frequency of AI use was measured using the Technology Acceptance Model (TAM) framework developed by Davis (1989), consisting of six statements, while critical thinking ability was measured using Facione’s (1990) six dimensions through 18 statements on a 5-point Likert scale. Data analysis was conducted using the Shapiro–Wilk normality test, linearity test, Pearson correlation test, and simple linear regression analysis. The results showed a positive and significant effect of AI use frequency on students’ critical thinking abilities (r = 0.888, p < .001, R² = 0.789), indicating that AI use frequency explained 78.9% of the variance in students’ critical thinking abilities. Among the six dimensions of critical thinking, the explanation dimension recorded the lowest mean score (3.07), indicating that students still experienced difficulties in reinterpreting information generated by AI using their own words. This study concluded that active and reflective AI use has the potential to support the development of critical thinking abilities among students at the secondary education level.
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