Analisis Pemanfaatan Artificial Intelligence (Chatgpt) dalam Pembelajaran IPA pada Kurikulum Merdeka di SMP Se Kota Singaraja
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Pemanfaatan Artificial Intelligence, khususnya ChatGPT, dalam pembelajaran IPA pada Kurikulum Merdeka menunjukkan variasi dalam pola penggunaan dan tingkat pendampingan guru, yang berdampak pada kesiapan belajar siswa. Perbedaan literasi digital dan ketersediaan infrastruktur turut membentuk cara teknologi ini diintegrasikan dalam praktik pembelajaran. Penelitian ini bertujuan untuk menganalisis dan mengevaluasi implementasi ChatGPT dalam pembelajaran IPA serta menginterpretasikan keterkaitannya dengan kesiapan belajar siswa. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipan, wawancara mendalam, dan angket yang melibatkan guru dan siswa SMP negeri se-Kota Singaraja. Analisis data dilakukan secara induktif untuk mengungkap pola pemanfaatan, dinamika pendampingan, dan kendala implementasi ChatGPT dalam pembelajaran. Hasil penelitian menunjukkan bahwa sebanyak 34 dari 40 siswa (85%) memanfaatkan ChatGPT untuk berbagai keperluan akademik. ChatGPT dimanfaatkan sebagai alat bantu pemahaman konsep IPA, sarana pembelajaran mandiri, dan pendukung motivasi belajar siswa. Namun, variasi akses internet, kompetensi digital, serta strategi pendampingan guru memengaruhi kualitas dan konsistensi pemanfaatannya. Temuan ini menunjukkan bahwa penggunaan ChatGPT dalam pembelajaran IPA tidak terlepas dari konteks implementasi dan kesiapan pengguna, yang membentuk efektivitas integrasi teknologi dalam Kurikulum Merdeka.
Analysis of the Utilization of Artificial Intelligence (Chatgpt) in Science Learning in the Independent Curriculum in Junior High Schools in Singaraja City
Abstract
The use of Artificial Intelligence, specifically ChatGPT, in science learning under the Independent Curriculum (Curriculum Merdeka), shows variations in usage patterns and levels of teacher support, which impact students' learning readiness. Differences in digital literacy and infrastructure availability also shape how this technology is integrated into learning practices. This study aims to analyze and evaluate the implementation of ChatGPT in science learning and interpret its relationship to student learning readiness. The study used a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews, and questionnaires involving teachers and students of public junior high schools in Singaraja City. Data analysis was conducted inductively to uncover usage patterns, support dynamics, and obstacles to ChatGPT implementation in learning. The study results showed that 34 out of 40 students (85%) used ChatGPT for various academic purposes. ChatGPT was used as a tool to help understand science concepts, as a means for independent learning, and as a motivational support for students. However, variations in internet access, digital competency, and teacher support strategies influence the quality and consistency of its use. These findings indicate that the use of ChatGPT in science learning is inseparable from the implementation context and user readiness, which shape the effectiveness of technology integration in the Independent Curriculum.
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