Virtual Assistants: Building Convenience or Reducing Thinking Power?

This study explores the relationship between the use of virtual assistants and students' critical thinking skills at Vocational High Schools in Jakarta. With the increasing use of technology in education, virtual assistants have become a common tool that students use to complete school assignments. However, there are concerns that reliance on this technology may reduce students' critical thinking abilities. This study uses a quantitative method involving 80 vocational students as respondents. Data were collected through a questionnaire that measured the frequency of virtual assistant use and assessments of critical thinking skills. Data analysis was performed using the Pearson correlation test and Chi-Square analysis to determine the relationship between the two variables. The results showed that there was no significant relationship between the use of virtual assistants and students' confidence in their critical thinking skills. These findings provide important insights for educators and curriculum developers in designing learning strategies that balance the use of technology and the development of critical thinking skills. The study suggests that virtual assistants may serve as complementary tools in education without necessarily diminishing students' critical thinking abilities when used appropriately.