Can Web-Based AI be Implemented in The Middle School Science Classroom? A Critical Review

Anetta Mutiara Azari; Diana Rochintaniawati; Rika Rafikah Agustin

doi:10.21831/jipi.v10i2.75364

Can Web-Based AI be Implemented in The Middle School Science Classroom? A Critical Review

Anetta Mutiara Azari, Universitas Pendidikan Indonesia, Indonesia
Diana Rochintaniawati, Universitas Pendidikan Indonesia, Indonesia
Rika Rafikah Agustin, Universitas Pendidikan Indonesia, Indonesia

10.21831/jipi.v10i2.75364

Abstract

This literature review examines the influence of artificial intelligence (AI) on science education, particularly in middle schools, and addresses both its limitations and future directions. This review critically assesses the potential implications of AI on science learning in middle school. It does so by examining 17 existing studies indexed by Scopus. The review reveals significant positive outcomes regarding how web-based AI-powered education influences students' learning outcomes, technological skills, and better decision-making. Despite these promising results, this paper recognizes the possible dangers and difficulties associated with implementing AI in the classroom, such as limited access to technology in the region, reliance on AI, and ethical considerations when using AI-generated content. Solutions such as expanding technological knowledge and encouraging critical thinking are proposed to address these issues, anticipating the danger of bias and ethics toward AI. The conclusion of this review indicates that AI implementation in science learning has significant potential benefits despite limitations and challenges. In addition, this review also provides guidance for students, educators, and AI developers on optimizing AI's educational benefits.

Keywords

web-based; AI; science

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DOI: https://doi.org/10.21831/jipi.v10i2.75364