The Utilization of ChatGPT as a Learning Media in Improving Students' Literacy and Critical Thinking Skills

Abstract

This study aims to analyze the use of ChatGPT as a learning medium in supporting the improvement of students' literacy and critical thinking skills. The research uses a literature review approach by analyzing 20 scientific journal articles relevant to the use of ChatGPT and generative artificial intelligence in education. The analysis is carried out through identification, selection, grouping, comparison, and synthesis of previous research findings. The results of the study show that ChatGPT has the potential to support reading and writing literacy, digital literacy, information literacy, idea development, feedback, and analysis and evaluation capabilities. ChatGPT can also be used as a virtual tutor, discussion partner, alternative source of information, and a reflection tool. However, these benefits do not appear automatically because they are greatly influenced by learning design, students' digital literacy skills, teacher mentoring, and technology usage patterns. Use that is only oriented towards finding answers can increase dependency and reduce students' opportunities to think independently. Therefore, ChatGPT needs to be used as a tool that strengthens the thinking process, not replaces it. Teachers have an important role in designing activities that demand information verification, analysis, argumentation, evaluation, and reflection. With its directed, critical, and ethical use, ChatGPT has the potential to become a learning medium that supports the development of students' literacy and critical thinking skills.