KAJIAN TINDAKAN: MEMPERKASA PEMIKIRAN KRITIS DAN PEMBELAJARAN KENDIRI DALAM SUBJEK SAINS TINGKATAN 1 MELALUI AI
EMPOWERING CRITICAL THINKING AND SELF-DIRECTED LEARNING IN FORM 1 SCIENCE SUBJECT THROUGH AI: AN ACTION RESEARCH
DOI:
https://doi.org/10.35631/IJMOE.829041Keywords:
Kecerdasan Buatan (Artificial Intelligence), ChatGPT, Pemikiran Kritis (Critical Thinking), Pembelajaran Kendiri (Self-Directed Learning), Pendidikan Sains (Science Education)Abstract
Kajian tindakan ini bertujuan menilai keberkesanan integrasi Kecerdasan Buatan (AI), khususnya ChatGPT dalam meningkatkan pemikiran kritis dan pembelajaran kendiri murid Tingkatan 1 bagi mata pelajaran Sains. Seramai 38 orang murid daripada sebuah kelas Sains terlibat dalam intervensi selama lapan minggu yang dilaksanakan melalui tiga kitaran tindakan berfokus kepada penguasaan kemahiran prompting, pembinaan soalan beraras tinggi serta tugasan aplikasi dan pembentangan kumpulan. Data dikumpulkan melalui ujian pra dan pasca yang mengandungi 40 item Kemahiran Berfikir Aras Tinggi (KBAT), borang pemerhatian berstruktur dan refleksi murid melalui platform Padlet. Analisis statistik deskriptif menunjukkan peningkatan min skor daripada ujian pra (M=44.37, SD=15.90) kepada ujian pasca (M=58.24, SD=17.11), menunjukkan peningkatan pencapaian yang ketara selepas intervensi. Analisis tema pula mendapati peningkatan dalam kemahiran prompting, keupayaan membina soalan, tahap penglibatan serta perkembangan pembelajaran kendiri. Dapatan ini menegaskan bahawa penggunaan AI secara terancang dan berstruktur berpotensi memperkukuh pencapaian akademik, pemikiran kritis dan autonomi pembelajaran murid dalam PdPc Sains.
This action research aimed to evaluate the effectiveness of integrating Artificial Intelligence (AI), specifically ChatGPT, in enhancing critical thinking and self-directed learning among Form 1 students in science. A total of 38 students from one class participated in an eight-week intervention, implemented through three action cycles focusing on prompting skills mastery, higher-order question construction, and group presentations. Data were collected using pre- and post-tests consisting of 40 Higher-Order Thinking Skills (HOTS) items, structured classroom observation checklists, and students’ reflections via the Padlet platform. Descriptive statistical analysis indicated an increase in mean scores from the pre-test (M=44.37, SD=15.90) to the post-test (M=58.24, SD=17.11), demonstrating a significant improvement in achievement following the intervention. Thematic analysis further revealed improvements in prompting skills, question construction ability, level of engagement, and the development of self-directed learning. These findings underscore that a planned and structured use of AI has the potential to strengthen academic achievement, critical thinking, and learner autonomy in science teaching and learning.
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