Ada Apa Dengan ChatGPT

Ada Apa Dengan
ChatGPT?
Tanyalah Dr. Fadh
🗓️ 14 April 2023 (Friday)
️️
10.00 am – 12.00 pm
Assoc. Prof. Ts. Dr. Nurfadhlina Mohd Sharef
Centre for Academic Development and Leadership Excellence (CADe-Lead),
Universiti Putra Malaysia
nurfadhlina@upm.edu.my
1

Assoc. Prof. Ts. Dr.
Nurfadhlina Mohd Sharef
Intelligent Computing Research Group, Faculty of Computer Science and Information
Technology, Universiti Putra Malaysia.
nurfadhlina@upm.edu.my, 0126672504, https://sites.google.com/view/nurfadhlina
Affiliation:
1. Associate Professor, Department of Computer Science,
Faculty of Computer Science and Information Technology,
Universiti Putra Malaysia.
2. Deputy Director (Innovation in Teaching and Learning),
Centre for Academic Development and Leadership
Excellence (CADe-Lead), Universiti Putra Malaysia.
3. Chairperson, Young Scientist Network-Academy of
Sciences Malaysia (YSN-ASM)
4. Expert Group Member, New Horizon for STI - A Strategy to
Enhance Higher Education in Malaysia (NHSTI) White
Paper, Academy of Sciences Malaysia (ASM)
5. Task Force Member, National Artificial Intelligence
Roadmap Implementation 2021-2025, MOSTI
6. Task Force Member, Health Workforce Culture Survey
Analytics, MOSTI
7. Interim Research Associate, Malaysia Institute for Ageing
Research (MyAGEING), Universiti Putra Malaysia.
8. Research Associate, Institute for Mathematical Research
(INSPEM), Universiti Putra Malaysia.
9. Chair, COVID-19 ASM Data Scientist Group, Academy of
Sciences Malaysia, MOSTI
Data Analytics
1. Digitalisation and IoT for Precision
Biodiversity
2.COVID19 Vaccination Distribution Planning
and Tracking
3. BSH- LHDNM Analytics Dashboard for
Program Bantuan Kerajaan
4. National Integrated Cybersecurity Threat
Factor Profiling
5. Learning Analytics and Chatbot for
Personalized Learning
Machine Learning
1. Deep Recurrent Q-Network Approach for
Multi Objective Recommendation System
2. Interactive Machine Learning based on
Deep Reinforcement Learning and
Generative Adversarial Network Hybrid for
Digital Twin
Research Interests
● Artificial Intelligence
● Data Science and Data Analytics
● Text Mining and Question Answering
● Recommender Systems
● eLearning
Text Mining
1.Online Reputation Meter
2.Evolving Multi-Granular Temporal
Abstraction Method to Improve Clinical
Data Analysis
3.Multi-Tasking based Deep Learning for
Tweets Analytics
4.Deep Attention Model For Review-
based Multi-Criteria Recommendation
System
5.Sequence-to-Sequence Based Natural
Answer Generation Models
2

Komen mengenai ChatGPT kepada bidang akademik & cadangan sokongan yang boleh CADe-Lead sediakan bagi staf
akademik membuat persediaan dan penyesuaian kepada AI Generatif
1. Saya ada keraguan tentang keaslian hasil kerja pelajar terutama yang melibatkan assignment bertulis /laporan.
Ia boleh menjadi guru kedua dan mungkin utama kepada pelajar. Dan tenaga pengajar untuk upgrade
pengetahuan untuk setanding dengan chatGpt memang mustahil.
1. Para pelajar juga menggunakan chatGPT, dan kemudian menggunakan quillbot untuk paraphrase dan elak
dikesan. Pelajar jadi kurang belajar disebabkan ini
1. GOOD TOOL BUT NEEDS A PROPER CONTROL
1. Pada pendapat saya, inovasi ini masih terlalu muda untuk ahli akademik gunakan bagi tujuan penambahbaikan
kandungan pengajaran. Sesuai untuk memberi info secara umum sahaja. Mungkin, saya tidak pasti dan ingin
mengetahui pandangan dan pengalaman Dr. Fadh tentang perkara ini. Mungkin ada katakunci (keyword) yang
sesuai untuk mendapat jawapan yang lebih bernas daripada ChatGPT?
1. Melemahkan fungsi kognitif manusia.
1. Boleh mempercepatkan kerja seharian tetapi perlu disunting sewajarnya.
1. Bagus ..memudahkan dan mempercepatkan kerja
1. i welcome it. WE also cant stop students from using it. BUt i will simply grade whatever that comes to me from
now on as we waste more time to just trying to investigate if students plagiarise their work. saya bukan kerja
private investigator. gaji masih sama jugak.
5

CADe-Lead UPM
Adakah ChatGPT memudahkan
proses pembelajaran?
Soalan
1. Create lesson plans
2. Question answering
3. Text classification
4. Get fresh creative ideas or advise for a refined thought
5. Create rubrics of assessments
6. Translate sentences
7. Compose a write up (e.g social media posts, product review,
promotional copywriting)
8. Summarize text
9. Text completion
10. Get generated text in a particular style (eg a 7-year old
understanding vs 27 years old)
Jawapan
8
Three typical responses:
Ban ChatGPT
“Business as
usual”
Embrace
ChatGPT
The response we pick
must consider
immediate (course level
– micro picture) and
future needs (university
level – macro picture).

Practical tips for ChatGPT usage to support activity
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
9

machine-learning techniques behind generative AI
have evolved over the past decade…
Content Type Tool Application Implementation
Paradigm 1: AI-
directed
Learner as
recipient
Behaviorism Earlier work on
Intelligent Tutoring
Systems; ChatGPT
Paradigm 2: AI-
supported
Learner as
collaborator
Cognitive, Social
constructivism
Dialogue-based
Tutoring Systems;
Exploratory Learning
Environments;
ChatGPT
Paradigm 3: AI-
empowered
Learner as
leader
Connectivism, Complex
adaptive system
Human-computer
cooperation;
Personalised/adaptiv
e learning; ChatGPT
10

Guides for educators to embrace ChatGPT in
activities
1. Allow students to use ChatGPT and have a discussion on the rules of its usage.
2. Practice retrieval and other memorisation activities that specify certain time, topic or activities conducted previously
to ensure students take effort to understand and analyze any references they have utilized.
3. Create more collaborative and discussion activities. When students discuss, they do so from their own working and
long-term memory. Sure, they can look up quick answers, but to carry on a conversation, most of the work comes from
their own thinking. After a discussion, students can recap the discussion and share their reflections about it ... and that's
much harder to do with a bot.
4. Emphasize experiential learning and engage students in personalized elaboration that relate to their local surroundings
and routines. Let students demonstrate what they have learnt. Asking students to bring in ideas, evidence, perspectives,
and data from contemporary or personal events or geographical contexts will make it more difficult (although not
impossible) for them to just ask an AI to write their assignment.
5. Conduct activity that requires students to use ChatGPT to answer questions related to a topic, and experiment to
identify questions that can’t be answered. This will let the students think critically and dive deeper into the topic.

Practical steps to use ChatGPT in a lesson (my
suggestion)
1. Identify lesson objectives
2. Conduct activities that have tasks requiring students to use ChatGPT. Inform that they have to
present their findings.
3. Observe their interactions with ChatGPT - look at the prompts they used. Ask how they feel about
using ChatGPT to complete that task.
4. Analyse your instructions and check whether they are too straightforward or manage to encourage
students build higher order thinking. Refine the instructions if you have to, and explain to the
students
5. Monitor how they are completing the task. Analyse the quality of answers and their understanding
through presentation.
12

My experience
Lesson: Week 2
Objective: students
should be able to
compare sorting
algorithms and
explain the time
complexity
Activity:
- Memory recall
- Find answers in
pairs
- Give
presentation
13

Instructions
1. Choose 2 sorting algo. Provide explanation on
them
2. Find the algo and test the coding of each
sorting technique (prepare 2 examples of
sequences, identify the performance of each
algo and how they differ)
3. Find an answer why the gamma, theta, and
Big-Oh are as such
4. Discuss with your pair about the
characteristics of each algo and compare their
differences. Be prepared to share your
observation on each algo; relate to the
example sequences you used
Name 1 Name 2 Algo 1 Algo 2
Aimman rusyaidi merge bubble
Idin Hariz selection insertion
Ryan Fahmi shellsort tree sort
Miqael Hazman Insertion Shellsort
Shree Fauzan Quicksort Heapsort
Aminnzz Yusmal Shellsort Selection
14

Observation (surface)
1. Students manage to complete
the task
2. They are free to express the
answer in a structure that they
are convenient with
3. Students are happy that they
can use ChatGPT to obtain some
answers
4. Students said that they also mix
with some other references eg
slides and website
5. Students said that the questions
are tough
6. It is the first time for
presentation in the course, they
are shy, but they tried
15

Observation (surface)
1. Students manage to
complete the task
2. Students are happy that they
can use ChatGPT to obtain
some answers
3. Students said that they also
mix with some other
references eg slides and
website
4. Students said that the
questions are tough
5. It is the first time for
presentation in the course,
they are shy, but they tried
But how can we ensure that they have a deep
understanding?
16

Instructions (round 1)
1. Choose 2 sorting algo. Provide explanation on
them
2. Find the algo and test the coding of each
sorting technique (prepare 2 examples of
sequences, identify the performance of each
algo and how they differ)
3. Find an answer why the gamma, theta, and
Big-Oh are as such
4. Discuss with your pair about the
characteristics of each algo and compare their
differences. Be prepared to share your
observation on each algo; relate to the
example sequences you used
Name 1 Name 2 Algo 1 Algo 2
Aimman rusyaidi merge bubble
Idin Hariz selection insertion
Ryan Fahmi shellsort tree sort
Miqael Hazman Insertion Shellsort
Shree Fauzan Quicksort Heapsort
Aminnzz Yusmal Shellsort Selection
Low level thinking
Student confine their discovery
only on the assigned tasks. So
instructors need to scaffold with
summary activities with reflections
Collaborative learning
This is a high order thinking activity. Usually students wl have a
cold feet and struggle when they code. But ChatGPT provides
the code right away! Unfortunately, actually the students skip the
learning process!
Student actually doesnt understand this. They got the
answers but could not relate the time complexity with
the looping structure
Student tried to explain what they
understood but very shallow, and
cant give their observations
17

My intervention…
To ensure that they
have a deep
understanding…
I provided a mind-
map. Students show a
blank face (indicates
that they still have low
understanding).
I probe further and
identify their
understanding is still
low.
18

1. Fill up slide 2&3 on the algo, and order of growth
1. Show the steps to sort 8,7,3,1,2 into an increasing order in slide
4&5, and 2,1,3,7,8 in slide 6&7.
I used the following prompt in chatgpt:
• show the steps to sort 8,7,3,1,2 in increasing order
using <algo name> sort
• show the steps to sort 2,1,3,7,8 in increasing order
using <algo name> sort
I hv provided some examples. Pls complete them.
3. Find an answer why the gamma, theta, and Big-Oh are as such.
Discuss with your pair about the characteristics of each algo and
compare their differences. Write this in slide 8. Be prepared to
share your observation on each algo; relate to the example
Instructions (round 2) in
Week 3
● This activity is more
structured and guided.
● I improvised the
previous instructions
and ask students to
solve the sorting of the
same sequence so it is
easy for them to
compare
19

My observations
1. By observing the students learning behavior, i can understand their learning patterns.
2. By providing the template, students are clearer on my expectations, and it is easier for me to identify
students who needs help.
3. After students have completed the answer, the first activity conducted is for them to identify the
characteristics. Although the answers are explicitly available, they couldnt relate to my request (again!
And this could be due to copy-paste from ChatGPT).
4. I guided them to compare the answers across all 8 algo. (You might seem this as spoon feed, but
beware, students learning processes are being disrupted too, and we need to SHOW THEM WHY THEY
NEED TO PUT PURE EFFORT TO LEARN).
5. The collaborative and experiential learning has enabled everyone in the class to identify the criteria
beyond the existing literature → this is PURE and authentic learning!
6. Listen to their reflection, and motivate them by interacting further allow us to have a deep
understanding and build connections with them
21

Important note to lecturers -> emphasising our role
as learning coaches
1. Students need to be taught how to learn (instead of us considering they have
learnt, while actually they only copy-paste from ChatGPT)
2. Lecturers need to unlearn and relearn (ChatGPT sometimes are better
instructors. We need to leverage this tech to make ourselves better)
3. Students need guidance and monitoring (various activities can be conducted
to allow for authentic learning attainment)
4. Lecturers should be ready for an agile teaching strategies (we need to scaffold,
mentor, and be prepared to redesign assessments and activities -> focus on
higher order thinking, eg let the students to critique the answers by ChatGPT
as a deep discourse on the subject matter. Socratic mindset need to be
emphasised!)
5. Students need to be taught on how to be responsible learners. We need to be
a role model to them!
22

Balancing the risk (for cheating) versus
opportunities (for feedback)
Developing meaningful and
relevant assessments are more
important than investing in
student surveillance techniques.
In fact, ChatGPT can encourage
learning through making
mistakes and receiving feedback
iteratively (productive
struggle).
Do we reward our students for
effort or outcome?
Are we indirectly incentivizing
cheating?
→ We should not deprive our
students from learning values
and skills they will need as
adults.
Src: Wan Mohd Aimran Wan Mohd Kamil, UKM

Try adding an adjective like
friendly or professional to
your prompt to make the
response have a particular
tone
Tone
If you are creating something
for students, families, or
colleagues, include that in
your prompt so the audience
is clear
Context
If the first response you get feels too
general, follow it up with a condition
that makes it more specific, such as
“in shorter sentences” or “with
simpler vocabulary”
Specificity
Proper way to use Chat GPT
Prompt
Question
CADe-Lead UPM
Answer
Unlike the Google search process, the ChatGPT
process works best with a very specific
command, then more refined language to get
closer to your desired outcome. The more you
tweak your questions, the more tailored and
useful the information will be!
24

Example prompts to refine the quality of your
interaction with ChatGPT
1. Revise this piece of text to be more [clear, shorter, elaborated, concise, simple, complex, humorous]
2. Edit this paragraph for grammar
3. Generate some write up on the [topic] that meets the following criteria [paste criteria].
4. Rewrite this text in the style of [style name]
5. Summarize the [topic] in 50 words or less.
6. Write step-by-step directions for [topic]
7. I need further details than the above.
8. Give me more explanation. Focus on [specific]
9. Based on the following [criteria], give me 5 specific facts for [info]
10. Rewrite this email so it is more [ADJECTIVE] [PASTE EMAIL DRAFT]
11. Write a thank you email to a family member who [WAY THEY HELPED]
12. Describe [TOPIC] in detail
13. Write 10 discussion questions to talk about [TOPIC]
14. Write a model essay on [TOPIC] that includes [FEATURES]
15. Write a song in the style of [ARTIST/GENRE] that teaches students about [TOPIC]
16. Explain the process of [TASK] in [NUMBER] steps
17. Condense this into just [NUMBER] steps [PASTE TEXT]
18. Create a survey to see what [GRADE LEVEL] students would be most interested in learning about [TOPIC]
19. Provide some examples of open-ended questions to include in a student survey about [TOPIC]
20. Can you suggest some interactive games or activities that can help reinforce learning in [TOPIC]? 25
You can keep on interacting with
ChatGPT, ask it to refine and
personalise your request!

Practical steps to use ChatGPT in a lesson (by
ChatGPT)
1. Define the learning objectives: Before incorporating ChatGPT in your teaching, it is important to identify the specific learning objectives
that you want to achieve with your students. This will help you determine the types of questions that you want to pose to ChatGPT
and the specific topics that you want to cover.
1. Choose a platform: There are several platforms that you can use to integrate ChatGPT into your teaching, such as Zoom, Microsoft
Teams, or Google Meet. You can also use educational chatbot platforms like MobileMonkey or Tars.
1. Introduce ChatGPT to your students: Begin by introducing ChatGPT to your students and explaining how it works. You can use a brief
presentation or a video to demonstrate how to ask questions and receive responses from ChatGPT.
1. Pose questions to ChatGPT: Pose questions to ChatGPT that are related to the learning objectives you have identified. This could
include questions related to specific topics, as well as questions related to critical thinking and problem-solving.
1. Evaluate responses: Evaluate the responses from ChatGPT to ensure that they are accurate and relevant to the questions posed.
Discuss the responses with your students and encourage them to provide feedback on whether the responses were helpful or not.
1. Use ChatGPT for individual and group work: ChatGPT can be used for individual learning and research, as well as for collaborative
group work. Encourage your students to work together to ask questions and explore different topics using ChatGPT.
1. Provide feedback: Provide feedback to your students on their use of ChatGPT, and encourage them to provide feedback on their
experiences. This will help you identify areas for improvement and make any necessary adjustments to your teaching approach.
26

How ChatGPT helps in
assessing students'
knowledge?
Question
1. Generate questions and answers
2. Refine and get explanation on answers
3. Generate rubrics
Preparing assessments Marking submissions
CADe-Lead UPM
Answer
1. Copy-paste the submission into ChatGPT
and get comments on the language
27

28
Assessment questions that were considerably
challenging and suitable for assignment SHOULD
NOW be REVAMPED!
Especially when you can identify that a
straightforward answer is readily available by
ChatGPT.
We dont want to end up marking ChatGPT’s
answer! Our job is to educate the students.
Therefore, we need to adapt and incorporate
ChatGPT in assessment preparation,
implementation, marking, and feedback.
1. Assessment of learning: a way to see what the students can do
2. Assessment for learning: occurs when teachers use inferences about student progress to inform their teaching
(formative assessment).
3. Assessment as learning: occurs when students reflect on and monitor their progress to inform their future learning
goals (formative assessment)

Example. ChatGPT can provide feedback to students:
Can ChatGPT substitute educators?
Submits a
draft
Generates
feedback
Utilizes
feedback
Supplies
rubric
Submits student
work
Utilizes
feedback
29
Potentially, ChatGPT as
a teaching assistant.

Vicious versus virtuous loops
Generates
response
Give questions
Prompts Submits
Grades
Give questions
Generates
response
Prompts
Feedback
Submits-feedback-revises
Grades
Grades may not reflect student mastery
because ChatGPT short circuits student
effort.
Grades reflect student mastery since ChatGPT
engages students in productive struggle.
30

The positive effect from ChatGPT disruption on
university’s role to produce quality students
1. Focus on ability of the students to communicate clearly, coherently and confidently
a. stop hiding behind lengthy reports with pages of appendices and truly think about how
to condense and articulate their report’s content in a dialogue that can evolve their
thoughts.
Src: https://newsroom.unsw.edu.au/news/business-law/charting-new-course-university-education-age-chatgpt?fbclid=IwAR1_bVk5BlUWo4Fr69-
5w3wHnTeqexbuJ5oxRu0m0SLLMjnc7b2ecgIrqVc_aem_ARIuRjvCTjuC1PnjOdExO3nNFIvy3LneMCkk-icBjW9cowCFjegFWiE_X0weKw36Qb-
GUo8fUg4lCgyw70n3cdLULJrccwVVtP7d1mtZf5MM0BSFRwICpJYukl_nb_Vbf20
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM 31

2. importance of experiential learning
a. Switch to “live” problems that are evolving in class, and stop feeding students problems
from the past.
b. learning happens in real time with the assistance of AI. We must focus on providing
students with hands-on, experiential learning opportunities.
c. Assessments should be increasingly based on creation, like producing practical
artefacts.
Src: https://newsroom.unsw.edu.au/news/business-law/charting-new-course-university-education-age-
chatgpt?fbclid=IwAR1_bVk5BlUWo4Fr69-5w3wHnTeqexbuJ5oxRu0m0SLLMjnc7b2ecgIrqVc_aem_ARIuRjvCTjuC1PnjOdExO3nNFIvy3LneMCkk-
icBjW9cowCFjegFWiE_X0weKw36Qb-GUo8fUg4lCgyw70n3cdLULJrccwVVtP7d1mtZf5MM0BSFRwICpJYukl_nb_Vbf20
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM 32

3. Assessing the quality of the process
a. students will have to work together, but this doesn't mean merely forming groups and
splitting up the work.
b. how students interact with one another. Are they able to collaborate effectively and
efficiently? Do they demonstrate professionalism, maturity and respect for one
another? Have they developed a set of protocols that allow them to work harmoniously
and productively together?
c. As we shift to a more dialogue-based approach to learning, the assessment will be
about the quality of the process rather than simply the outcome. Ultimately, it is time
for students to demonstrate that they can apply the principles upon which our cultures
and civilisations are built: to work together despite differences and diversity of
backgrounds.
Src: https://newsroom.unsw.edu.au/news/business-law/charting-new-course-university-education-age-chatgpt?fbclid=IwAR1_bVk5BlUWo4Fr69-5w3wHnTeqexbuJ5oxRu0m0SLLMjnc7b2ecgIrqVc_aem_ARIuRjvCTjuC1PnjOdExO3nNFIvy3LneMCkk-
icBjW9cowCFjegFWiE_X0weKw36Qb-GUo8fUg4lCgyw70n3cdLULJrccwVVtP7d1mtZf5MM0BSFRwICpJYukl_nb_Vbf20
33

"Bagaimana utk mengekang salahguna
chatgpt cthnya bg tugasan yg ada markah,
spt bina ayat atau terjemahan...contoh2
jwpn akan mudah didapati di chatgpt dan
ketepatannya juga lebih baik berbanding
google translate. "
Questions
34
CADe-Lead UPM
Adakah ChatGPT menggalakkan
ketidakjujuran akademik seperti
plagiarisme dalam kalangan pelajar? Jika
ya, bagaimanakah untuk mengesan
perbuatan sedemikian dan cara
mengatasinya.

Practical tips for ChatGPT usage to support
assessment
35

How to detect GPT?
Educators need to redesign the activities and assessments in their teaching (as advised in UPM’s guide for
ChatGPT in teaching and learning).
For detecting ChatGPT, several tools can be used:
https://x.writefull.com/gpt-detector
https://detector.dng.ai
https://gptzero.me
https://writer.com/ai-content-detector/
Centre for Academic Development and Leadership Excellence (CADe-Lead) , UPM

How to detect if its ChatGPT’s?

Can we as a teacher,
create final exam
questions from ChatGPT?
Questions
Answer
40
CADe-Lead UPM
ChatGPT boleh
digunakan untuk
mendapatkan idea
membina soalan
01
ChatGPT boleh digunakan
untuk mengenal pasti
contoh-contoh jawapan
yang mungkin diberi oleh
pelajar
02 03
ChatGPT harus
digunakan bagi
menyemak samada
soalan terlalu
mudah/sukar
Contoh https://sharegpt.com/c/QHEPx8W

Guides for educators to embrace ChatGPT in
1. Review your assessment; avoid straightforward questions or simple facts. Ask current, complex, open, real-
world problem, and based on a contextual topic or issues discussed in your lesson.
2. Be empowered with AI. Incorporate ChatGPT to personalise or draft a unique case study for each student
or their group based on their interest and level to use in your authentic assessment.
3. Include a section in assessments to let students to critique for improvements (what they got, if it fits, how
to organize it, how to communicate it effectively, etc.) and reflect their synthesis of the information
gathering through their reading, internet searching, peer discussions and ChatGPT responses they have
used and ask them to give their opinions and justifications.
4. Try different assessment types that are more immune to AI and can allow students to develop and
demonstrate understanding such as figurative related, oral assessment and live demonstration.
Additionally, staging assessments, such as requiring students to submit drafts, receive feedback, and
improve their work, are less prone to risk from generative AI.
5. Use ChatGPT to draft quiz questions and possible answers with feedback setting. Use ChatGPT to
generate a draft rubric that you can then refine.

BAGAIMANA NAK AJR PELAJAR MENGGUNAKAN CHATGPT
DENGAN BERHEMAH
Soalan
42
CADe-Lead UPM
"Etika penggunaan, had penggunaan, cara
mengenalpasti jika pelajar menggunakan 100% hasil
yang diberikan oleh chatGpt"

For students, the biggest warning should be that
ChatGPT's "facts" cannot be taken as-is, and
students should question every piece of text
they get from an AI.
ChatGPT has been known to deliver inaccurate
information, so students should now – more than
ever – be aware of the need to verify information
they receive through different sources.
We can assume that more and more AI tools will
be developed to help educators get a sense of
whether a piece of text is AI-generated or not.
43
Suggestion to
students

44

More Suggestion to students
Is AI needed for this task?
Checking its accuracy
Keeping it honest
Give credit where it is due
Read more at https://keemanxp.medium.com/ai-usage-guidelines-for-students-a-
friendlier-sample-c978d831972f
45

Boleh ke ChatGPT memudahcarakan penulisan
akademik?
Soalan
Bagaimana dengan penggunaan Chat GPT
dalam penyelidikan
Soalan
46
Adakah ChatGPT blh
menghasilkan penulisan yang
lengkap dgn citation?
Soalan
● Literature review
● Ideas in experiment design, data analysis, next step in research
● Generate, check, edit, improvise writing
Jawapan
● ChatGPT hanyalah sebagai alatan yang dapat
membantu sebahagian tugas penyelidikan
● Sumbangan hasil penyelidikan yang tulen masih
perlu dijalankan oleh manusia
● ChatGPT akan menjanakan rujukan tetapi
kebiasaannya maklumat tersebut tidak wujud.
Tetapi, teks yang dijanakan boleh menjadi idea
untuk mencari rujukan yang tepat
CADe-Lead UPM

KESAHIHAN & KETEPATAN
Soalan
Kesahihan dan ketepatan data. Saya ada
menggunakan ChatGPT beberapa kali namun saya
kurang berpuas hati dengan jawapan yang
diberikan kerana terlalu umum dan tidak memberi
nilai tambah kepada persoalan saintifik. Adakah
mungkin ia hanya sesuai digunakan untuk orang
awam bagi bertanya soalan-soalan umum/biasa
berbanding digunakan untuk tujuan ilmiah tahap
tinggi?
01
02 Ketepatan reference yang dicadangkan oleh
Chatgpt untuk kegunaan penulisan proposal dan
kertas kerja ilmiah.
03
Dari manakah sumber maklumat ChatGPT
perolehi?
Hasil kualiti janaan ChatGPT bergantung
kepada input yang diberikan oleh pengguna.
Pengguna boleh menambah baik dan
meneruskan interaksi sehingga mendapat
jawapan yang diperlukan.
Acapkali, janaan teks yang diberikan adalah
terlalu sopan dan berhati-hati. Sebahagian
fakta juga mungkin dilihat tidak tepat kerana
sumber asal yang digunakan oleh ChatGPT
(dari pelbagai bahan dalam talian, buku dan
repositori awam). Pengguna PERLU
menyemak kesahihan fakta yang dijanakan.
Jawapan
47
CADe-Lead UPM

Centre for Academic Development (CADe)
Only (a) is
correct, but
ChatGPT got it
wrong, most
probably
because the
logic is wrong.
Both answers
are correct,
and ChatGPT
got it correct
Clustering is an unsupervised learning. Look at
the answer generated. According to the rules of
Truth table, yes ^ no = no. But in ChatGPT the
reasoning needs some work. This is an example
how we as a human educator could tune our way
of assessing students. Rather than asking straight
forward fact (which is lower level of Bloom
taxonomy), we could test their analysis level eg
C4

This AI wave is so sudden and to fast. Saya rasa tak terkejar utk mengetahui
dan memahami penggunaan semua ini. It might make me anxious and
mentally drained. CAde will simply have to do webinars to educate us. Kesian
kawan kita Dr Fadh.!
49
How can we catch up with all the AI applications out there? it is not just
chatgpt. There are more. It is too fast and would it mean double triple work
for us lecturers just to check on our students' work, if its authentic or AI? How
is UPM handling this? Some other uni have an inbuilt system for submission
of assignments in softcopy. It will automatically check for plagiarism and
gives a score for lecturers.
CADe-Lead UPM

The world’s citizens need to understand what the impact of AI might be, what
AI can and cannot do, when AI is useful, when its use should be questioned, and
how it might be steered for the public good (UNESCO International Forum on AI and the
Futures of Education under the theme of Developing Competencies for the AI Era).
This requires everyone to achieve some level of competency with regard to AI,
including knowledge, understanding, skills, and value orientation. Together, these
might be called ‘AI literacy’.
Source:
https://unesdoc.unesco.org/ark:
/48223/pf0000380602
2022
AI literacy comprises both data literacy, or the ability to
understand how AI collects, cleans, manipulates, and analyses
data; and algorithm literacy, or the ability to understand how AI
algorithms find patterns and connections in the data, which might
be used for human-machine interactions.
AI Literacy =
Data Literacy +
Algorithm Literacy

1. Steer AI-and-education policy development and practices towards protecting human rights and
equipping people with the values and skills needed for sustainable development and effective
human-machine collaboration in life, learning and work;
2. Ensure that AI is human-controlled and centred on serving people, and that it is deployed to
enhance capacities for students and teachers.
3. Design AI applications in an ethical, non-discriminatory, equitable, transparent and auditable
manner; and monitor and evaluate the impact of AI on people and society throughout the value
chains.
4. Foster the human values needed to develop and apply AI.
5. Analyse the potential tension between market rewards and human values, skills, and social well-
being in the context of AI technologies that increase productivity.
6. Define values that prioritize people and the environment over efficiency, and human interaction
over human-machine interaction.
7. Foster broad corporate and civic responsibility for addressing the critical societal issues raised by
AI technologies (such as fairness, transparency, accountability, human rights, democratic values,
bias, and privacy).
8. Ensure that people remain at the core of education as an implicit part of the technology design;
and protect against automating tasks without identifying and compensating for the values of
current practices.

Download at: https://airmap.my/

Is there a big difference in the use
of ChatGPT and Bing or other
equivalent programs?
Questions
53
ADAKAH UPM MELANGGAN
CHATGPT ?
Adakah UPM melanggan sebarang aplikasi untuk mengesan kerja
pelajar yang menggunakan khidmat AI? (Macam turnitin tapi untuk
kesan AI generated text)

Takeaway message
Banning ChatGPT from teaching and learning is like shutting down
the students from the need to prepare themselves for this skill.
Emerging competencies are on resourcefulness and how to
leverage tools to be more productive.
Educator’s role is even more important now.. To ensure the
students are prepared for their unforeseen future. They need to be
resilient. Focus on critical thinking, communication, creativity,
collaboration, and citizenship
54

THANKS!
www.upm.edu.my
Nurfadhlina Mohd Sharef
nurfadhlina@upm.edu.my
55

Ada Apa Dengan ChatGPT

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