Pemanfaatan AI Berbasis Chatbot dalam Kemandirian Belajar Siswa Materi Hukum Newton

Abstract

This study aims to analyze the significant influence of artificial intelligence (AI) use on students' learning independence in physics learning, specifically on the topic of Newton’s Laws. The research employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The research subjects consisted of two tenth-grade classes at a public senior high school during the 2024/2025 academic year, selected purposively. The experimental class received AI-based learning through interactive simulations and educational chatbots, while the control class received conventional instruction using lectures and textbooks. The research instruments included a learning independence questionnaire based on Zimmerman’s indicators, as well as pretest and posttest assessments. Data analysis was conducted using normality tests, homogeneity tests, independent t-tests, and N-Gain score calculations. The results indicated that the use of AI significantly improved students’ learning independence, particularly in terms of initiative, time management, and learning strategies. There was a 30% increase in the initiative indicator within the experimental group. Additionally, the average posttest score of the experimental group reached 83, higher than the control group’s score of 71, with an N-Gain of 59.3% (moderate category) compared to 32.5% (low category). These findings suggest that AI-based learning is more effective in enhancing both students’ learning independence and conceptual understanding compared to conventional methods.