Transforming the Chemistry Education Curriculum: Students’ Creativity Using AI in Lectures

Authors

  • Ratna Farwati Chemistry Education Study Program, Tarbiya and Teacher Training Faculty, Universitas Islam Negeri Raden Fatah Palembang, Jl. Pangeran Ratu, Palembang, Indonesia 30267, Indonesia
  • Indah Sari Chemistry Education Study Program, Faculty of Teacher Training and Education, Sultan Ageng Tirtayasa University, Jl. Ciwaru Raya No.25, Kota Serang, Banten, Indonesia 42117, Indonesia
  • Geby Ayu Fadhilah Industrial Engineering Study Program, Faculty of Engineering, Primagraha University, Jl. Trip Jamaksari, Banten, Indonesia 42111, Indonesia

DOI:

https://doi.org/10.33394/hjkk.v12i4.12569

Keywords:

chemistry education, curriculum, creativity, artificial intelligence, AI, ChatGPT

Abstract

This Research examines of The Usage of Artificial Intelligence (AI) such as ChatGPT and alike of that by Chemistry Education students in the learning process, and provides recommendations for the transformation of the chemistry education curriculum. The results of a survey of 76 students from universities in Palembang and Serang show that ChatGPT and similar AI have become important tools in supporting academic activities, especially in understanding chemistry concepts, compiling reports, and conducting research. However, students face several problems, including the cost of use, lack of knowledge about AI, limited access, and operational difficulties. Therefore, this study recommends the integration of AI into lecture materials, the provision of comprehensive training, increasing access and technical support, and periodic evaluation and adjustment of the curriculum.

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Published

2024-08-30

How to Cite

Farwati, R., Sari, I., & Fadhilah, G. A. (2024). Transforming the Chemistry Education Curriculum: Students’ Creativity Using AI in Lectures. Hydrogen: Jurnal Kependidikan Kimia, 12(4), 687–696. https://doi.org/10.33394/hjkk.v12i4.12569

Issue

Vol. 12 No. 4 (2024): August 2024

Section

Articles

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