IMPLEMENTATION OF LEARNING ON THE DEVELOPMENT OF ATOMIC THEORY AT MADRASAH ALIYAH ALAMIRIYAH DARUSSALAM BANYUWANGI USING CHATGPT APPROACHES
DOI:
https://doi.org/10.20414/spin.v8i1.14713Keywords:
Artificial Intelligence, ChatGPT, Atomic Theory, Chemistry Education, Quantitative Descriptive, Learner AutonomyAbstract
This study aims to analyze the integration of Artificial Intelligence (AI) via ChatGPT as an instructional tool to address these educational challenges at Madrasah Aliyah Alamiriyah Darussalam Banyuwangi. Employing a quantitative descriptive research design, data were collected from 29 students using structured questionnaires and learning analytics to evaluate perceptions of accessibility, usability, problem-solving effectiveness, and future sustainability. The results indicate that 93.1% of students perceived ChatGPT as user-friendly and comfortable, establishing a crucial structural factor that mitigates learning anxiety and boosts engagement. In terms of academic utility, 82.8% of participants found ChatGPT effective for solving complex problems related to Dalton’s, Thomson’s, Rutherford’s, and Bohr’s atomic models, although a minor segment (17.2%) experienced limitations due to prompt formulation. Long-term projection data revealed a highly positive acceptance trajectory, with 89.7% of students expressing explicit motivation to continue utilizing ChatGPT in their future academic endeavors. The study concludes that integrating ChatGPT effectively resolves traditional instructional bottlenecks by fostering learner autonomy, providing psychological comfort, and enhancing material accessibility. While the findings reflect subjective student perceptions rather than direct academic performance, they demonstrate that adaptive AI platforms hold immense, sustainable potential for permanent integration within the digital transformation of chemistry education.
ABSTRAK
Penelitian ini bertujuan untuk menganalisis integrasi Artificial Intelligence (AI) melalui ChatGPT sebagai alat bantu pembelajaran untuk mengatasi tantangan pendidikan tersebut di Madrasah Aliyah Alamiriyah Darussalam Banyuwangi. Dengan menggunakan desain penelitian deskriptif kuantitatif, data dikumpulkan dari 29 siswa menggunakan kuesioner terstruktur dan analisis pembelajaran untuk mengevaluasi persepsi mengenai aksesibilitas, kegunaan, efektivitas pemecahan masalah, serta keberlanjutan di masa depan. Hasil penelitian menunjukkan bahwa 93,1% siswa menilai lingkungan belajar berbasis ChatGPT ini mudah sehingga pengguna nyaman, yang membentuk faktor struktural krusial untuk mengurangi kecemasan belajar sekaligus meningkatkan keaktifan siswa. Dalam hal kegunaan akademik, 82,8% partisipan menilai ChatGPT efektif untuk menyelesaikan masalah rumit terkait model atom Dalton, Thomson, Rutherford, dan Bohr, Sebagian siswa (17,2%) mengalami kendala akibat tantangan dalam merumuskan instruksi. Data proyeksi jangka panjang menunjukkan trajektori penerimaan yang sangat positif, di mana 89,7% siswa menyatakan motivasi yang jelas untuk terus menggunakan ChatGPT dalam aktivitas akademik mereka di masa depan. Penelitian ini menyimpulkan bahwa integrasi ChatGPT secara efektif mengatasi hambatan instruksional tradisional dengan menumbuhkan kemandirian belajar siswa, memberikan kenyamanan psikologis, dan meningkatkan aksesibilitas materi. Meskipun temuan ini lebih merefleksikan persepsi subjektif dan kenyamanan siswa daripada mengukur prestasi akademik secara langsung, data tersebut menunjukkan bahwa platform AI yang adaptif ini memiliki potensi besar dan berkelanjutan untuk diintegrasikan secara permanen dalam transformasi digital pendidikan kimia.
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