Perubahan Konsepsi Mahasiswa Pendidikan Fisika Melalui Pembelajaran Berbantuan Artificial Intelligence pada Materi Dinamika Sistem Bumi-Bulan
DOI:
https://doi.org/10.52188/jpfs.v9i01.2345Keywords:
artificial intelligence, dinamika Bumi-Bulan, mahasiswa Pendidikan Fisika, miskonsepsi, perubahan konsepsiAbstract
Pemahaman mahasiswa terhadap dinamika sistem Bumi-Bulan masih mengalami miskonsepsi pada konsep pasang surut serta gerhana Matahari dan Bulan. Penggunaan artificial intelligence (AI) generatif menyediakan alternatif penjelasan ilmiah, tetapi evaluasi terhadap ketepatan respons AI masih menjadi tantangan. Penelitian ini bertujuan mendeskripsikan perubahan konsepsi mahasiswa Pendidikan Fisika dan karakter penggunaan AI pada tiga tahap pembelajaran. Penelitian menggunakan desain deskriptif eksploratif dengan melibatkan 16 mahasiswa. Data dianalisis melalui kategori konsepsi ilmiah, konsepsi ilmiah parsial, dan miskonsepsi berdasarkan jawaban terbuka, keyakinan, serta prompt. Konsepsi ilmiah meningkat dari 25,0% menjadi 46,9% setelah penjelasan dosen dan 75,0% setelah penggunaan AI, sedangkan miskonsepsi menurun dari 31,3% menjadi 0%. Sebanyak 53,1% unit konsepsi mengalami perubahan positif. Namun, 62,5% prompt hanya berupa pengulangan pertanyaan tanpa verifikasi ilmiah. AI mendukung perbaikan respons tertulis, tetapi perlu disertai evaluasi kritis dan verifikasi sumber.
References
Azizah, S. N., Akhsan, H., Muslim, M., & Ariska, M. (2022). Analysis of college students misconceptions in astronomy using four-tier test. Journal of Physics: Conference Series, 2165(1), 012004. https://doi.org/10.1088/1742-6596/2165/1/012004
Barnett, M., & Morran, J. (2002). Addressing children’s alternative frameworks of the Moon’s phases and eclipses. International Journal of Science Education, 24(8), 859-879. https://doi.org/10.1080/09500690110095276
Bitzenbauer, P. (2023). ChatGPT in physics education: A pilot study on easy-to-implement activities. Contemporary Educational Technology, 15(3), ep430. https://doi.org/10.30935/cedtech/13176
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452. https://doi.org/10.1007/s10956-023-10039-y
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, Article 22. https://doi.org/10.1186/s41239-023-00392-8
Dahlkemper, M. N., Lahme, S. Z., & Klein, P. (2023). How do physics students evaluate artificial intelligence responses on comprehension questions? A study on the perceived scientific accuracy and linguistic quality of ChatGPT. Physical Review Physics Education Research, 19(1), 010142. https://doi.org/10.1103/PhysRevPhysEducRes.19.010142
Ding, L., Li, T., Jiang, S., & Gapud, A. (2023). Students’ perceptions of using ChatGPT in a physics class as a virtual tutor. International Journal of Educational Technology in Higher Education, 20, Article 63. https://doi.org/10.1186/s41239-023-00434-1
Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688. https://doi.org/10.1080/09500690305016
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460-474. https://doi.org/10.1080/14703297.2023.2195846
Floridi, L., & Chiriatti, M. (2020). GPT-3: Its nature, scope, limits, and consequences. Minds and Machines, 30, 681-694. https://doi.org/10.1007/s11023-020-09548-1
Gregorcic, B., & Pendrill, A.-M. (2023). ChatGPT and the frustrated Socrates. Physics Education, 58(3), 035021. https://doi.org/10.1088/1361-6552/acc299
Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation. Contemporary Educational Technology, 15(2), ep421. https://doi.org/10.30935/cedtech/13036
Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education, 34(5), 294-299. https://doi.org/10.1088/0031-9120/34/5/304
Hikmatiar, H., Sya’bania, N., Jayadin, Kasman, R. A., Imranah, Sahlan, & Saputra, S. (2024). The effectiveness of ChatGPT in completing astronomy lectures: Building awareness of its use. Jurnal Pendidikan Fisika, 12(2), 121-130. https://doi.org/10.26618/jpf.v12i2.13587
Hwang, G.-J., & Chang, C.-Y. (2023). A review of opportunities and challenges of chatbots in education. Interactive Learning Environments, 31(7), 4099-4112. https://doi.org/10.1080/10494820.2021.1952615
Kaltakci Gurel, D., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989-1008. https://doi.org/10.12973/eurasia.2015.1369a
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kavanagh, C., Agan, L., & Sneider, C. (2005). Learning about phases of the Moon and eclipses: A guide for teachers and curriculum developers. Astronomy Education Review, 4(1), 19-52. https://doi.org/10.3847/AER2005002
Kortemeyer, G. (2023). Could an artificial-intelligence agent pass an introductory physics course? Physical Review Physics Education Research, 19(1), 010132. https://doi.org/10.1103/PhysRevPhysEducRes.19.010132
Krupp, L., Steinert, S., Kiefer-Emmanouilidis, M., Avila, K. E., Lukowicz, P., Kuhn, J., Küchemann, S., & Karolus, J. (2024). Unreflected acceptance: Investigating the negative consequences of ChatGPT-assisted problem solving in physics education. Frontiers in Artificial Intelligence and Applications, 386, 199-212. https://doi.org/10.3233/FAIA240195
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-16). Association for Computing Machinery. https://doi.org/10.1145/3313831.3376727
Mason, L., & Zaccoletti, S. (2021). Inhibition and conceptual learning in science: A review of studies. Educational Psychology Review, 33, 181-212. https://doi.org/10.1007/s10648-020-09529-x
McLure, F., Won, M., & Treagust, D. F. (2020). A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes. International Journal of Science Education, 42(5), 703-721. https://doi.org/10.1080/09500693.2020.1725174
Mills, R., Tomas, L., & Lewthwaite, B. (2016). Learning in Earth and space science: A review of conceptual change instructional approaches. International Journal of Science Education, 38(5), 767-790. https://doi.org/10.1080/09500693.2016.1154227
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Polverini, G., & Gregorcic, B. (2024a). How understanding large language models can inform the use of ChatGPT in physics education. European Journal of Physics, 45(2), 025701. https://doi.org/10.1088/1361-6404/ad1420
Polverini, G., & Gregorcic, B. (2024b). Performance of ChatGPT on the test of understanding graphs in kinematics. Physical Review Physics Education Research, 20(1), 010109. https://doi.org/10.1103/PhysRevPhysEducRes.20.010109
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. https://doi.org/10.1002/sce.3730660207
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, Article 15. https://doi.org/10.1186/s40561-023-00237-x
Treagust, D. F., & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3, 297-328. https://doi.org/10.1007/s11422-008-9090-4
Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of Moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658. https://doi.org/10.1002/tea.10039
Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2007). A longitudinal study of conceptual change: Preservice elementary teachers’ conceptions of Moon phases. Journal of Research in Science Teaching, 44(2), 303-326. https://doi.org/10.1002/tea.20121
Tyson, L. M., Venville, G. J., Harrison, A. G., & Treagust, D. F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81(4), 387-404. https://doi.org/10.1002/(SICI)1098-237X(199707)81:4<387::AID-SCE2>3.0.CO;2-Q
Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45-69. https://doi.org/10.1016/0959-4752(94)90018-3
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16, Article 39. https://doi.org/10.1186/s41239-019-0171-0
Published
How to Cite
Issue
Section
Copyright (c) 2026 Sutisna, Rizky Brehnaputrifajar Khaerudin, Fanni Zulaiha, Muhammad Rifqy, Faizah Zulaiha
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright Transfer Agreement
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Jurnal Pendidikan Fisika dan Sains (JPFS) and Physics Education Programs of UNU Cirebon as publisher of the journal.
Copyright encompasses exclusive rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms and any other similar reproductions, as well as translations. The reproduction of any part of this journal, its storage in databases and its transmission by any form or media, such as electronic, electrostatic and mechanical copies, photocopies, recordings, magnetic media, etc. , will be allowed only with a written permission from Jurnal Pendidikan Fisika dan Sains (JPFS) and UNU Cirebon.
Authors are permitted to disseminate published articles by sharing the link/DOI of the article at the journal. Authors are allowed to use their articles for any legal purposes deemed necessary without written permission from the journal with an acknowledgment of initial publication to this journal.
Jurnal Pendidikan Fisika dan Sains (JPFS) and UNU Cirebon and the Editorial Board make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in the Jurnal Pendidikan Fisika dan Sains (JPFS) are sole and exclusive responsibility of their respective authors and advertisers.
