THE USE OF AI AMONG STUDENTS IN IPGKBM

1. 

INSTITUT PENDIDIKAN GURU MALAYSIA KAMPUS BAHASA MELAYU

59990 LEMBAH PANTAI, KUALA LUMPUR

PROGRAM PERSEDIAAN IJAZAH SARJANA MUDA PERGURUAN

(AMBILAN OGOS 2024 SEMESTER 1)

GEEC1052

EFFECTIVE COMMUNICATION IN ENGLISH

PROVIDED BY:

NAME	AUNI NAWWAARAH BINTI MOHD FAUZI
INDEX NUMBER	2024192310054
I/C NUMBER	060214110390
CLASS/GROUP	PPISMP D3
CODE AND COURSE	EFFECTIVE COMMUNICATION IN ENGLISH (GEEC1052)
TASK	TASK 3: DIGITAL PRODUCT
LECTURER’S NAME	SANTHARAN A/L S.ARUMUGAM
DATE OF SUBMISSION	22 NOVEMBER 2024
DATE RECEIVED FEEDBACK FROM THE LECTURER

THE USE OF AI AMONG STUDENT IN IPG KAMPUS BAHASA MELAYU (Responses)

Students at Institutes of Teacher Education (IPG) are adopting Artificial Intelligence (AI), which is leading to a revolution in education. A growing number of students are turning to applications like ChatGPT, Grammarly, and Quillbot in order to improve their academic performance and reduce the amount of work they have to do. While artificial intelligence (AI) has many advantages, it also has a number of drawbacks, including ethical issues and the possibility of becoming overly dependent on technology. These drawbacks must be carefully considered when teaching future educators.

        AI has evolved into a tool that is quite useful for students in the IPG program, particularly when it comes to managing their academic responsibilities. There are a lot of students that utilise AI tools on a regular basis to finish their assignments, improve their writing, and come up with new ideas. For instance, ChatGPT can simplifies complex topics and provides creative ideas for academic writing. Besides that, Grammarly can ensures polished grammar and style, improving the overall quality of written work. Other than that, Quillbot can helps students paraphrase content and restructure sentences without altering meaning.

        The use of these technologies enables students to save time, concentrate on learning more deeply, and achieve better results in their academic endeavours. In addition, they offer essential assistance for the enhancement of language skills, which is especially advantageous for students who are working towards becoming successful communicators in their future jobs as educators.

        Despite the fact that it has many advantages, the use of artificial intelligence by students in IPG creates significant ethical and practical difficulties. Whether or not artificial intelligence should be permitted during examinations is a topic of significant controversy. Based on the results of the survey, opponents argue that AI could lead to overdependence, diminishing students' critical thinking and problem-solving abilities. This reliance may result in students becoming less prepared for real-world teaching challenges. Besides, proponents believe that AI can reduce exam stress and support efficiency, enabling students to deliver higher-quality responses without unnecessary pressure.

        Another obstacle is the digital divide, which results in disparities among students due to asymmetrical access to AI tools. The fact that some pupils are unable to buy more advanced technologies may make it more difficult for them to compete fairly with their classmates who have access to resources available to them.

        AI's widespread use among IPG students highlights the need for digital literacy and ethical training in teacher education programs. Future educators must learn how to leverage AI responsibly while maintaining the integrity of their work. Teacher education institutions should focus on promoting ethical AI usage, ensuring students understand its role as a supplementary tool rather than a replacement for effort. Balancing technology and creativity, encouraging students to develop original ideas and critical thinking alongside their use of AI. Incorporating AI into classroom strategies, preparing students to use technology effectively in their future teaching roles.

        Additionally, institutions must address equity issues by ensuring all students have equal access to digital tools. This approach fosters inclusivity and ensures no student is left behind in the AI-driven education landscape.

        The conclusion, AI possesses a tremendous potential to improve both learning and productivity among students enrolled in IPG programs. Nevertheless, the idea of responsibility and justice must serve as the guiding principles for its integration. Teacher education programs have the potential to cultivate educators who are not just proficient in technology but also capable of fostering innovation and critical thinking in their classrooms. This is accomplished by providing students with the knowledge necessary to employ artificial intelligence in an ethical and productive manner. AI has the potential to be a great ally in the process of shaping the educators of the future if it is used appropriately. 

REFERENCE

Chen, Y., Maulidina, N., & Wibowo, H. (2022). The impact of AI tools on students’ writing proficiency and academic performance. Journal of Educational Technology, 19(3), 45–60.

Kasneci, E., Roumeliotis, A., & Tselikas, A. (2023). Utilization of GPT-3 in academic writing: Opportunities and challenges. International Journal of Integrative Research, 1(10), 599–622.

Robert, J., & Peretin, J. (2023). ChatGPT in education: Generative AI pros, cons, and unknowns. EdTech Magazine. Retrieved from https://edtechmagazine.com

Suryadi, N. (2023). Enhancing academic writing efficiency with Quillbot: Experimental findings. Educational Insights Quarterly, 10(2), 120–135.