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All Journal Jurnal Ilmiah Wahana Pendidikan
Dyah Ismi Safitri
Universitas Jember
Religion Education Social Sciences Other

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Penggunaan Artifical Inteligence (AI) Dalam Penelitian Pendidikan IPA Dari Sisi Etika Keilmuwan: Systematic Literature Review Dzulkifli Nurul Huda; Safina Aulia Sani; Firma Nur Muttaqin; Dyah Ismi Safitri; Suratno Suratno; I Ketut Mahardika
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 6.C (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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This research study investigates the utilisation of Artificial Intelligence (AI) in scientific research and learning from an educational science ethics perspective. The methodology employed is a systematic literature review (SLR) with analysis of various theoretical sources related to the application of AI. The findings of the study demonstrate that AI has the capacity to expedite substantial data processing, discern latent patterns, and fortify scientific reasoning. In the context of education, AI chatbots such as ChatGPT and Gemini have been shown to facilitate critical thinking skills, dispel misconceptions, and encourage independent learning. The utilisation of AI is obligated to adhere to a set of ethical principles, encompassing privacy, fairness, transparency, human oversight, and accessibility. Additionally, measures must be implemented to mitigate bias, thereby ensuring the validity of research outcomes. Responsible AI guidelines emphasise the use of AI as an ethical and responsible tool, with researchers retaining control over scientific interpretation and conclusions. This study underscores the significance of incorporating scientific ethics into the implementation of AI in science education.
The Importance of Enactive Processes Through Experiments in Improving Learning Outcomes Based on Bruner's Theory Dzulkifli Nurul Huda; Dyah Ismi Safitri; Supeno Supeno; Singgih Bektiarso
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 7.A (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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This study aims to determine the effect of applying the enactive process through experimental activities on student learning outcomes in science education. The enactive process, as proposed by Bruner, emphasizes the direct involvement of students in manipulating objects and conducting real experiences as the basis for concept formation. This study uses a literature review approach to examine scientific publications on the role of enactive processes through experimental activities in improving learning outcomes based on Bruner's theory. Data were obtained from reputable articles on Google Scholar and ScienceDirect that were relevant and up-to-date, then analyzed thematically to reveal the relationship between the enactive process, student engagement, and improved learning outcomes. The results of this study indicate that the enactive process plays an important role in science learning because it directly involves students through experiments, thereby increasing student activity, conceptual understanding, science process skills, and overall learning outcomes.
Co-Authors Dzulkifli Nurul Huda Dzulkifli Nurul Huda Firma Nur Muttaqin I Ketut Mahardika Safina Aulia Sani Singgih Bektiarso Supeno Suratno Suratno