ChatGPT for the Future of Science Learning: A Systematic Literature Review

Authors

Yuliarman Saragih , Pradicta Nurhuda , Sudirman Sudirman , Gustina Indriati , Nugroho Susanto

DOI:

10.29303/jppipa.v9iSpecialIssue.6232

Published:

2023-12-25

Issue:

Vol. 9 No. SpecialIssue (2023): UNRAM journals and research based on science education, science applications towards a golden Indonesia 2045

Keywords:

Chat GPT, Learning, Science Learning

Review

Downloads

How to Cite

Saragih, Y., Nurhuda, P. ., Sudirman, S., Indriati, G. ., & Susanto, N. (2023). ChatGPT for the Future of Science Learning: A Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 9(SpecialIssue), 143–149. https://doi.org/10.29303/jppipa.v9iSpecialIssue.6232
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The rapid era of technological development has had a major impact on the world of education. At least the challenges faced by the education sector are related to the use of Chat GPT artificial intelligence in the science learning process. Through science education, students can engage in the impact of science in everyday life and the role of students in society. The provision of quality science education will have an impact on the development achievements of a country. for this reason, research was carried out. The purpose of the research is to explain ChatGPT for the Future of Science Learning. A review is conducted on the state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines We must know and practice changes in education and learning patterns at all levels of education by describing the characteristics of learning that are currently needed. The results of this research show that in science learning there are several main domains on which the learning objectives using the science approach pattern are based on the advantages of this approach. GPT chat can be used to get answers to various problems and questions, providing precise and fast responses. GPT chat plays an important role in shaping the science learning system of the future. Many benefits have been found from GPT chat in science learning.

References

Amon, D. J., Gollner, S., Morato, T., Smith, C. R., Chen, C., Christiansen, S., Currie, B., Drazen, J. C., Fukushima, T., Gianni, M., Gjerde, K. M., Gooday, A. J., Grillo, G. G., Haeckel, M., Joyini, T., Ju, S.-J., Levin, L. A., Metaxas, A., Mianowicz, K., … Pickens, C. (2022). Assessment of scientific gaps related to the effective environmental management of deep-seabed mining. Marine Policy, 138, 105006. https://doi.org/10.1016/j.marpol.2022.105006

Ansdell, M., Ioannou, Y., Osborn, H. P., Sasdelli, M., 2018 NASA Frontier Development Lab Exoplanet Team, Smith, J. C., Caldwell, D., Jenkins, J. M., Räissi, C., Angerhausen, D., & 2018 NASA Frontier Development Lab Exoplanet Mentors. (2018). Scientific Domain Knowledge Improves Exoplanet Transit Classification with Deep Learning. The Astrophysical Journal, 869(1), L7. https://doi.org/10.3847/2041-8213/aaf23b

Baharun, H., Mundiri, A., Zamroni, Z., & Jannah, F. (2021). Quality Assurance of Education in Senior High School During Covid-19 Pandemic. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2203–2212. https://doi.org/10.35445/alishlah.v13i3.1190

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

De Krom, G. (2023). Approaches to written assignments -how students write, and instructors read. Assessment & Evaluation in Higher Education, 48(1), 67–76. https://doi.org/10.1080/02602938.2022.2040946

Doumas, L. A. A., Puebla, G., Martin, A. E., & Hummel, J. E. (2022). A theory of relation learning and cross-domain generalization. Psychological Review, 129(5), 999–1041. https://doi.org/10.1037/rev0000346

Dwianto, A., Wilujeng, I., Prasetyo, Z. K., & Suryadarma, I. G. P. (2017). The Development of Science Domain Learning Media Which is Integrated with Local Potential to Improve Science Process Skill and Scientific Attitude. Jurnal Pendidikan IPA Indonesia, 6(1). https://doi.org/10.15294/jpii.v6i1.7205

Dwivedi, Y. K., Hughes, L., Baabdullah, A. M., Ribeiro-Navarrete, S., Giannakis, M., Al-Debei, M. M., Dennehy, D., Metri, B., Buhalis, D., Cheung, C. M. K., Conboy, K., Doyle, R., Dubey, R., Dutot, V., Felix, R., Goyal, D. P., Gustafsson, A., Hinsch, C., Jebabli, I., … Wamba, S. F. (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice, and policy. International Journal of Information Management, 66, 102542. https://doi.org/10.1016/j.ijinfomgt.2022.102542

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?†Multidisciplinary perspectives on opportunities, challenges, and implications of generative conversational AI for research, practice, and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students’ learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education, 19(1), 57. https://doi.org/10.1186/s41239-022-00362-6

Fahmidani, Y., & Rohaeti, E. (2020). Attitude toward chemistry: Student’s perception based on the learning experience. Journal of Physics: Conference Series, 1440(1), 012016. https://doi.org/10.1088/1742-6596/1440/1/012016

Fauzi, M. R., Zakiyati, I. I., & Qomarudin, A. Q. (2021). Constraints for Assessment of Psychomotor Domain (Reading Surah al-Maidah verses 2-3) in Grade 6 SDN 2 Bantarwuni during the Covid-19 Pandemic. AS-SABIQUN, 3(1), 1–13. https://doi.org/10.36088/assabiqun.v3i1.1106

Fauziah, A. N., & Kuswanto, H. (2020). Analysis of Junior High School students’ critical thinking ability on ecosystem materials. Journal of Physics: Conference Series, 1440(1), 012098. https://doi.org/10.1088/1742-6596/1440/1/012098

Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4(3), 711–728. https://doi.org/10.1007/s42438-022-00302-7

Gess, Christopher, Wessels, Insa, & Blömeke, Sigrid. (2017). Domain-specificity of research competencies in the social sciences: Evidence from differential item functioning. Journal for educational research online, 9(2), 11-36. https://doi.org/10.25656/01:14895

Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692

Guan, X., Feng, X., & Islam, A. Y. M. A. (2023). The dilemma and countermeasures of educational data ethics in the age of intelligence. Humanities and Social Sciences Communications, 10(1), 138. https://doi.org/10.1057/s41599-023-01633-x

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Kaplon-Schilis, A., & Lyublinskaya, I. (2020). Analysis of Relationship Between Five Domains of TPACK Framework: TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education Teachers. Technology, Knowledge and Learning, 25(1), 25–43. https://doi.org/10.1007/s10758-019-09404-x

Kurniawati, A. P., Prasetyo, Z. K., Wilujeng, I., & Suryadarma, I. G. P. (2017). The effectiveness of science domain-based science learning integrated with local potency. In AIP Conference Proceedings, 1868(1). https://doi.org/10.1063/1.4995185

Lee, H.-Y., Lin, C.-J., Wang, W.-S., Chang, W.-C., & Huang, Y.-M. (2023). Precision education via timely intervention in K-12 computer programming courses to enhance programming skills and affective-domain learning objectives. International Journal of STEM Education, 10(1), 52. https://doi.org/10.1186/s40594-023-00444-5

Liao, X., & Pan, X. (2023). Application of Virtual Assistants in Education: A Bibliometric Analysis in WOS Using CiteSpace. Proceedings of the 2023 14th International Conference on E-Education, E-Business, E-Management and E-Learning, 113–123. https://doi.org/10.1145/3588243.3588274

Maracani, A., Pastore, V. P., Natale, L., Rosasco, L., & Odone, F. (2023). In-domain versus out-of-domain transfer learning in plankton image classification. Scientific Reports, 13(1), 10443. https://doi.org/10.1038/s41598-023-37627-7

Mellor, D. J., Beausoleil, N. J., Littlewood, K. E., McLean, A. N., McGreevy, P. D., Jones, B., & Wilkins, C. (2020). The 2020 Five Domains Model: Including Human–Animal Interactions in Assessments of Animal Welfare. Animals, 10(10), 1870. https://doi.org/10.3390/ani10101870

Mina, P. N. R., Solon, I. M., Sanchez, F. R., Delante, T. K., Villegas, J. K., Basay, F. J., Andales, J., Pasko, F., Estrera, M. F. R., Samson Jr., R., & Mutya, R. (2023). Leveraging Education through Artificial Intelligence Virtual Assistance: A Case Study of Visually Impaired Learners. International Journal of Educational Innovation and Research, 2(1), 10–22. https://doi.org/10.31949/ijeir.v2i1.3001

Míriam Andrea, H.-B., Jesús, S.-M., Isaac, C.-C., & Florentina, C.-C. (2022). Is sustainability an exhaustive concept? Bridging the gap from environmental awareness to emotional proficiency in science education through integral sustainability. Heliyon, 8(12), e12546. https://doi.org/10.1016/j.heliyon.2022.e12546

Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the Implementation of ChatGPT in Education: A Systematic Review. Computers, 12(8), 153. https://doi.org/10.3390/computers12080153

Oktaria, R., Ali, I., & Putra, P. (2023). The Potential Utilizing ChatGPT for Education and Teaching Students: Understanding, Prospects, Challenges, and Utilization". Educative: Jurnal Ilmiah Pendidikan, 1(2), 87–94. https://doi.org/10.37985/educative.v1i2.75

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 89. https://doi.org/10.1186/s13643-021-01626-4

Papaevripidou, M., & Zacharia, Z. C. (2015). Examining how students’ knowledge of the subject domain affects their process of modeling in a computer programming environment. Journal of Computers in Education, 2(3), 251–282. https://doi.org/10.1007/s40692-015-0034-1

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003

Prananta, A. W., Susanto, N., Purwantoro, A., & Fuadah, N. (2023a). ChatGPT Artificial Intelligence Integration in Science Learning Media: Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 9(7), 315–321. https://doi.org/10.29303/jppipa.v9i7.4386

Prananta, A. W., Susanto, N., Purwantoro, A., & Fuadah, N. (2023b). ChatGPT Artificial Intelligence Integration in Science Learning Media: Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 9(7), 315–321. https://doi.org/10.29303/jppipa.v9i7.4386

Rahmouni, M., & Aleid, M. A. (2020). Teachers’ practices and children’s motivation towards science learning in MENA countries: Evidence from Tunisia and UAE. International Journal of Educational Research, 103, 101605. https://doi.org/10.1016/j.ijer.2020.101605

Ray, P. P. (2023). ChatGPT: A comprehensive review of the background, applications, key challenges, bias, ethics, limitations, and future scope. Internet of Things and Cyber-Physical Systems, 3, 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003

Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/JRIT-10-2016-0007

Setyawarno, D., & Kurniawati, A. (2022). Science learning is oriented to higher-order thinking in the digital era. In AIP Conference Proceedings, 2600(1). https://doi.org/10.1063/5.0112450

Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha De Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement, and behavior based on their personality traits. Smart Learning Environments, 7(1), 3. https://doi.org/10.1186/s40561-019-0098-x

Sommeillier, R., Quinlan, K. M., & Robert, F. (2021). The domain of validity framework: A new instructional theory for addressing students’ preconceptions in science and engineering. Studies in Science Education, 57(2), 205–239. https://doi.org/10.1080/03057267.2020.1824472

Supriyadi, E., & Kuncoro, K. S. (2023). Exploring the future of mathematics teaching: Insight with ChatGPT. Union: Jurnal Ilmiah Pendidikan Matematika, 11(2), 305–316. https://doi.org/10.30738/union.v11i2.14898

Van Uum, M. S. J., Peeters, M., & Verhoeff, R. P. (2021). Professionalising Primary School Teachers in Guiding Inquiry-Based Learning. Research in Science Education, 51(S1), 81–108. https://doi.org/10.1007/s11165-019-9818-z

Vasconcelos, M. A. R., & Dos Santos, R. P. (2023). Enhancing STEM learning with ChatGPT and Bing Chat as objects to think with A case study. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2296. https://doi.org/10.29333/ejmste/13313

Wang, W., Wang, H., Ran, Z.-Y., & He, R. (2021). Learning Robust Feature Transformation for Domain Adaptation. Pattern Recognition, 114, 107870. https://doi.org/10.1016/j.patcog.2021.107870

Wilson, R. C., Shenhav, A., Straccia, M., & Cohen, J. D. (2019). The Eighty-Five Percent Rule for optimal learning. Nature Communications, 10(1), 4646. https://doi.org/10.1038/s41467-019-12552-4

Wu, W.-H., Kao, H.-Y., Wu, S.-H., & Wei, C.-W. (2019). Development and Evaluation of Affective Domain Using Student’s Feedback in Entrepreneurial Massive Open Online Courses. Frontiers in Psychology, 10, 1109. https://doi.org/10.3389/fpsyg.2019.01109

Wu, X. (2021). Application of Artificial Intelligence in Modern Vocational Education Technology. Journal of Physics: Conference Series, 1881(3), 032074. https://doi.org/10.1088/1742-6596/1881/3/032074

Xu, Y., Liu, X., Cao, X., Huang, C., Liu, E., Qian, S., Liu, X., Wu, Y., Dong, F., Qiu, C.-W., Qiu, J., Hua, K., Su, W., Wu, J., Xu, H., Han, Y., Fu, C., Yin, Z., Liu, M., … Zhang, J. (2021). Artificial intelligence: A powerful paradigm for scientific research. The Innovation, 2(4), 100179. https://doi.org/10.1016/j.xinn.2021.100179

Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712. https://doi.org/10.3389/fpsyg.2023.1181712

Zhang, Z., Hu, Q., Xu, C., Zhou, J., & Li, J. (2022). Medical teachers’ affective domain teaching dilemma and path exploration: A cross-sectional study. BMC Medical Education, 22(1), 883. https://doi.org/10.1186/s12909-022-03870-1

Zidny, R., Sjöström, J., & Eilks, I. (2020). A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Science & Education, 29(1), 145–185. https://doi.org/10.1007/s11191-019-00100-x

Author Biographies

Yuliarman Saragih, Universitas Singaperbangsa

Pradicta Nurhuda, Badan riset Inovasi Nasional

Sudirman Sudirman, Universitas Islam Negeri Alauddin

Gustina Indriati, Sekolah Tinggi Ilmu Kesehatan Indonesia, Padang

Nugroho Susanto, Universitas Negeri Padang

License

Copyright (c) 2023 Yuliarman Saragih, Pradicta Nurhuda, Sudirman Sudirman, Gustina Indriati, Nugroho Susanto

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).