Pemanfaatan ChatGPT dalam Pembelajaran IPA dan PAI: Narrative Review
Keywords:
ChatGPT, Generative Artificial Intelligence, Pembelajaran IPA, Pendidikan Agama Islam, Narrative ReviewAbstract
Abstrak
Latar Belakang: Perkembangan Generative Artificial Intelligence (GenAI) khususnya ChatGPT, membuka peluang inovasi pembelajaran, namun pemanfaatannya dalam pembelajaran IPA dan PAI di Indonesia memiliki karakteristik dan tantangan yang perlu dikaji. Penelitian ini bertujuan mengkaji bentuk pemanfaatan dan tantangan implementasi ChatGPT dalam pembelajaran IPA dan PAI. Metode: Penelitian ini menggunakan narrative review terhadap 20 artikel jurnal tahun 2026, yang terdiri atas 10 artikel pembelajaran IPA dan 10 artikel pembelajaran PAI. Artikel ditelusuri menggunakan kata kunci yang relevan dan dianalisis secara deskriptif-naratif. Hasil: Dalam pembelajaran IPA, ChatGPT dimanfaatkan untuk mendukung inkuiri, Problem-Based Learning, STEM, Project-Based Learning, dan pengembangan bahan ajar sedangkan, dalam PAI digunakan untuk membantu pemahaman materi, memberikan penjelasan tambahan, dan mendukung kemandirian belajar. Pemanfaatannya berpotensi meningkatkan pemahaman konsep, motivasi, dan keterlibatan siswa, tetapi menghadapi tantangan seperti ketergantungan pada jawaban instan, kebutuhan verifikasi informasi, serta pendampingan guru. Kesimpulan: ChatGPT berpotensi menjadi alat bantu pembelajaran IPA dan PAI, tetapi penggunaannya perlu diarahkan secara kritis, bertanggung jawab, dan guru sebagai pendamping utama proses pembelajaran.
Kata kunci: ChatGPT, Generative Artificial Intelligence, Pembelajaran IPA, Pendidikan Agama Islam, Narrative Review.
Abstract
Background: The development of Generative Artificial Intelligence (GenAI), particularly ChatGPT, creates opportunities for innovation in learning. However, its use in Indonesia presents distinct characteristics and challenges. This study examines ChatGPT utilization and implementation challenges in both fields. Methods: This study employed a narrative review of 20 journal articles published in 2026, consisting of 10 articles on science education and 10 articles on Islamic education. The articles were identified using relevant keywords and analyzed using a descriptive-narrative approach. Results: In science learning, ChatGPT is used to support inquiry-based learning, problem-based learning, STEM, project-based learning, and the development of instructional materials, while in Islamic religoius education, it is used to aid in understanding the material, provide additional explanations, and support independent learning. Its use has the potential to improve students’ conceptual understanding, motivation, and engagement, but it faces challenges such as reliance on instant answers, the need to verify information, and the need for teacher guidance. Conclusions: ChatGPT can serve as a learning aid in Science and Islamic Religious Education, but its use must be critical and responsible, with teachers remaining the primary facilitators of learning.
Keywords: ChatGPT, Generative Artificial Intelligence, Science Learning, Islamic Religious Education, Narrative Review.
References
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