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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) · pp. 219–229

DOI
10.15294/jise.v14i3.29022
ISSN
2502-4523, 2252-6412
Published
2025-12-31
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 161 co-authorship links · 16 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Sebelas Maret University
  • Diponegoro University
  • University of Szeged
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Arif WidiyatmokoState University of Semarang4
Melissa Salma DarmawanState University of Semarang2
Andhina Putri HeriyantiDiponegoro University2
Hendra FebriyantoAffiliation unknown2
M Ahganiya NaufalAffiliation unknown2
Novi Ratna DewiState University of Semarang2
Wiyanto WiyantoState University of Semarang2
Dewi MustikaningtyasAffiliation unknown2
Andin Vita AmaliaAffiliation unknown2
Amnan HarisAffiliation unknown2
Rizki Nor AmeliaAffiliation unknown2
Sajidan SajidanSebelas Maret University1
Ashadi AshadiSebelas Maret University1
P. ParminState University of Semarang1
S. SutiknoState University of Semarang1
Septiko AjiAffiliation unknown1
Alfiana Nur Rosita MayantiAffiliation unknown1
Luky HidayatAffiliation unknown1
Bambang SubaliAffiliation unknown1
Dyah Rini IndriyantiAffiliation unknown1
Septiko AjiState University of Semarang1
Tiara Dwi WulandariState University of Semarang1
Siti NursulistariAffiliation unknown1
Alfiana Nur Rosita MayantiAffiliation unknown1
Kania Okta WijanaputriAffiliation unknown1
Lutfia Nur HadiyantiState University of Semarang1
Ni Luh TirtasariAffiliation unknown1
Aya SofiaAffiliation unknown1
Surtini HadiAffiliation unknown1
Nana Kariada Tri MartutiState University of Semarang1
Nurdian SusilowatiAffiliation unknown1
Danang Dwi SaputroAffiliation unknown1
Sunyoto SunyotoAffiliation unknown1
Dewi LarasatiAffiliation unknown1
Prasetyo ListiajiUniversity of Szeged1
Putri Alifa KholilAffiliation unknown1
Cintiya Egi PurwadiAffiliation unknown1
Maulana Malik WicaksonoAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jise/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (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>
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