Generative AI dalam Inkuiri Terbimbing: Pengaruhnya terhadap Keterampilan Proses Sains Terintegrasi pada Materi Pencemaran Air

Machlyssa Ekadara Rahmaning Setiana, Alanindra Saputra

Sari

Students need to possess Integrated Science Process Skills (ISPS). In fact, ISPS proficiency in biology is relatively low due to a lack of scientific activities. Guided inquiry is considered an appropriate approach to address this issue. The challenge is that teachers do not provide sufficient guidance in designing procedural demonstrations. Generative AI (GenAI) offers a solution to this challenge. GenAI serves as a tool integrated into the worksheets. This study aims to measure the effect of integrating Generative AI into guided inquiry on ISPS in the topic of water pollution. This study employed a quasi-experimental pretest-posttest design with a nonequivalent control group, applied to 10th-grade students; two classes were selected as the experimental group (n=34) and the control group (n=35). Data were collected through performance observation sheets and the ISPS cognitive test. Data analysis utilized the t-test for ISPS performance and ANCOVA for the ISPS test. A correlation test was conducted to assess the consistency of the relationship between the two datasets. The results indicate that the implementation of guided inquiry assisted by Generative AI has an effect on ISPS performance regarding water pollution. The T-test result (sig. 0.000) indicates a significant effect on ISPS performance. The ANCOVA test result (sig. 0.031) indicates a significant effect on ISPS test scores. The correlation test (sig. 0.000) with an r value of 0.429 indicates a moderately positive relationship. Therefore, the implementation of guided inquiry assisted by GenAI can serve as an alternative teaching strategy.

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DOI: http://dx.doi.org/10.25157/jpb.v14i2.25352

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