The Impact of ChatGPT on History Education: An Analysis of Misinformation and Historical Reasoning in High Schools

Abstract

The development of artificial intelligence (AI) technology, especially Large Language Models such as ChatGPT, has brought major changes in the world of education, including in history learning at the secondary school level. ChatGPT is often used by students to organize assignments, summarize events, and understand historical concepts quickly and practically. However, the study found that most students use ChatGPT passively without undergoing the information verification process, which has an impact on potential misinformation and decreased historical thinking skills. This research uses a qualitative approach with an exploratory case study conducted at SMA Negeri 6 Tasikmalaya City, involving students in grades XI and XII and two history teachers. Data was obtained through interviews, observations, and documentation, then analyzed using the Miles and Huberman model. The results show that ChatGPT often provides historical information that is general, biased, and sometimes factually incorrect, including in untraceable references. In addition, students who rely on ChatGPT show a decreasing tendency to compile chronologies, explain cause and effect, and understand the context of historical events. These findings show the importance of teacher assistance in directing the use of AI in a critical and literacy manner. This study recommends pedagogical strategies that integrate digital literacy, resource evaluation, and historical source-based learning as mitigating steps. ChatGPT should be positioned not as the primary source, but as an exploratory tool that is reflexively directed so as not to perpetuate misinformation and still support the formation of students' historical reasoning.