Destina Wahyu WinartiCharyna Ayu RizkyantiAhmed, Maroof2024-08-202024-08-2020242024-08-19https://hdl.handle.net/20.500.14576/288The integration of Artificial Intelligence (AI) tools in education, particularly for academic writing, has gained considerable attention. This study examines ChatGPT, an AIpowered writing tool, as a More Knowledgeable Other (MKO) in scaffolding postgraduate students’ academic writing. It is based on Vygotsky's sociocultural theory and investigates the experiences, benefits and challenges of using ChatGPT 3.5 encountered by postgraduate students at a public university in Greater Jakarta, Indonesia. Adopting qualitative research methodology with case study design, the study sheds light on ChatGPT’s use in academia through open-ended questionnaires and semi-structured interviews. The findings show that the students are positively disposed to ChatGPT because it supports their basic academic writing by handling the grammar, syntax, and structure, setting them free for more emphasis on the execution of higher-order writing skills with human MKOs. The study indicates that ChatGPT can be integrated into writing centers, tutoring programs, and coursework in developing students' writing with comprehensive feedback. The study also points out that ChatGPT needs constant assessment and improvement in light of feedback from users, enforcement of intellectual property rights, transparency, and data security to ensure ethical use. Overall, the study emphasizes the potential of ChatGPT as a viable tool to scaffold basic academic writing and suggests further examination in terms of its educational applications to assess the impact of the tool in other academic disciplines.enAll Rights ReservedArtificial intelligenceChatGPTMore Knowledgeable OtherAcademic writingHigher educationThesisNIDN0720128003NIDN0311017802KODEPRODI86112#EducationNIM04212220001