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An Investigation into Artificial Intelligence Knowledge to Support Science Learning among Junior High School Students

Journal of Innovative Science Education · Vol. 14 No. 3 (2025) · hlm. 219–229

DOI
10.15294/jise.v14i3.29022
ISSN
2502-4523, 2252-6412
Terbit
2025-12-31
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Artificial Intelligence (AI) has rapidly become an essential component of digital learning environments, making AI literacy increasingly important for junior high school students. This study investigates students’ knowledge of AI, the frequency of AI use, and the role of AI in supporting science learning. A descriptive quantitative design was employed, involving 136 seventh-grade students who completed a validated questionnaire via Google Forms. The data were analyzed using descriptive statistics to identify patterns in AI familiarity and utilization. Results indicate that although 92.6% of students have heard of AI and 63.2% have used it in general learning activities, the frequency of AI use in science learning remains low, with 78.7% reporting infrequent use. Students primarily rely on AI for textual explanations and homework completion, yet many express concerns about the accuracy of AI-generated information. The study highlights a substantial gap between students’ awareness of AI and their ability to engage with it meaningfully in science learning contexts. These findings underscore the need for targeted AI literacy programs and structured pedagogical strategies that guide ethical, critical, and inquiry-based uses of AI in science education. Integrating AI meaningfully in the curriculum may strengthen students’ scientific reasoning and digital competencies.

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  • State University of Semarang
  • Sebelas Maret University
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Rekan penulisOrganisasiArtikel bersama
Arif WidiyatmokoState University of Semarang4
Melissa Salma DarmawanState University of Semarang2
Andhina Putri HeriyantiState University of Semarang2
Hendra FebriyantoState University of Semarang2
Muhamad NaufalState University of Semarang2
Wiyanto WiyantoState University of Semarang2
Erna Noor SavitriState University of Semarang2
Amnan HarisState University of Semarang2
Rizki AmeliaState University of Semarang2
Sajidan SajidanSebelas Maret University1
Ashadi AshadiSebelas Maret University1
P. ParminState University of Semarang1
S. SutiknoState University of Semarang1
Septiko AjiAfiliasi tidak diketahui1
Alfiana Nur Rosita MayantiAfiliasi tidak diketahui1
Luky HidayatAfiliasi tidak diketahui1
Bambang SubaliAfiliasi tidak diketahui1
Dyah Rini IndriyantiAfiliasi tidak diketahui1
Septiko AjiState University of Semarang1
Tiara Dwi WulandariState University of Semarang1
Siti NursulistariState University of Semarang1
Alfiana Nur Rosita MayantiState University of Semarang1
Kania Okta WijanaputriState University of Semarang1
Lutfia Nur HadiyantiState University of Semarang1
Surtini HadiAfiliasi tidak diketahui1
Ni Luh TirtasariState University of Semarang1
Aya SofiaAfiliasi tidak diketahui1
Nana Kariada Tri MartutiState University of Semarang1
Dewi LarasatiState University of Semarang1
Nurdian SusilowatiState University of Semarang1
Danang Dwi SaputroState University of Semarang1
Sunyoto SunyotoState University of Semarang1
Novi Ratna DewiState University of Semarang1
Prasetyo ListiajiState University of Semarang1
Dewi MustikaningtyasState University of Semarang1
Putri Alifa KholilState University of Semarang1
Cintiya Egi PurwadiState University of Semarang1
Maulana Malik WicaksonoState University of Semarang1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jise/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">An Investigation into Artificial Intelligence Knowledge to Support Science Learning among Junior High School Students</dc:title>
	<dc:creator xml:lang="en">Nisa , Jauha Khoirun </dc:creator>
	<dc:creator xml:lang="en">Fibriana, Fidia</dc:creator>
	<dc:subject xml:lang="en">Artificial Intelligence</dc:subject>
	<dc:subject xml:lang="en">Education Technology</dc:subject>
	<dc:subject xml:lang="en">Science Learning</dc:subject>
	<dc:subject xml:lang="en">Students' knowledge</dc:subject>
	<dc:description xml:lang="en">Artificial Intelligence (AI) has rapidly become an essential component of digital learning environments, making AI literacy increasingly important for junior high school students. This study investigates students’ knowledge of AI, the frequency of AI use, and the role of AI in supporting science learning. A descriptive quantitative design was employed, involving 136 seventh-grade students who completed a validated questionnaire via Google Forms. The data were analyzed using descriptive statistics to identify patterns in AI familiarity and utilization. Results indicate that although 92.6% of students have heard of AI and 63.2% have used it in general learning activities, the frequency of AI use in science learning remains low, with 78.7% reporting infrequent use. Students primarily rely on AI for textual explanations and homework completion, yet many express concerns about the accuracy of AI-generated information. The study highlights a substantial gap between students’ awareness of AI and their ability to engage with it meaningfully in science learning contexts. These findings underscore the need for targeted AI literacy programs and structured pedagogical strategies that guide ethical, critical, and inquiry-based uses of AI in science education. Integrating AI meaningfully in the curriculum may strengthen students’ scientific reasoning and digital competencies. </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jise/article/view/29022</dc:identifier>
	<dc:identifier>10.15294/jise.v14i3.29022</dc:identifier>
	<dc:source xml:lang="en">Journal of Innovative Science Education; Vol. 14 No. 3 (2025): December 2025 (Special Issue); 219-229</dc:source>
	<dc:source>2502-4523</dc:source>
	<dc:source>2252-6412</dc:source>
	<dc:source>10.15294/jise.v14i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jise/article/view/29022/8053</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Innovative Science Education</dc:rights>
</oai_dc:dc>