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All Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram International Journal of Ethnoscience and Technology in Education
Ni Nyoman Sri Putu Verawati
(Scopus ID: 57193126887); Department of Physics Education, Universitas Mataram
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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ChatGPT in Physics Education: A Content-Based Analysis on Newtonian Force Problems Ni Nyoman Sri Putu Verawati; Wahyudi Wahyudi; Nina Nisrina; Muhammad Asy'ari
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15824

Abstract

The integration of artificial intelligence (AI) in education has significantly transformed learning environments, particularly through the use of large language models (LLMs) such as ChatGPT. While these tools show promise in supporting science and technology education, their effectiveness in solving domain-specific problems, such as Newtonian mechanics, remains under-explored. This study aims to evaluate the capability of ChatGPT in solving essay-type physics problems involving Newton’s Laws of Motion, with a specific focus on force analysis. Using a content-based qualitative evaluation method, the research was conducted in three stages: development and validation of conceptual physics problems, submission of these problems to ChatGPT, and assessment of the AI-generated responses by expert reviewers. The problem used in this study required decomposition of forces on an inclined plane under idealized, frictionless conditions. ChatGPT's responses were evaluated across three dimensions: scientific accuracy, logical coherence, and contextual relevance. The findings indicate that while ChatGPT was able to provide structured and numerically accurate responses, it lacked depth in reasoning and failed to explicitly articulate physical assumptions and validation steps, such as analyzing counteracting gravitational forces. These limitations point to the model's partial conceptual understanding and highlight the need for human oversight. The study concludes that ChatGPT holds potential as a supplementary learning aid, particularly for reinforcing procedural knowledge. However, its use must be carefully integrated into instructional contexts that promote critical thinking and conceptual verification. Recommendations are offered for its pedagogical implementation, along with a call for further research into AI's role in physics education.
Reimagining Physics Education: Addressing Student Engagement, Curriculum Reform, and Technology Integration for Learning Ni Nyoman Sri Putu Verawati; Nina Nisrina
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 1 (2025): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i1.14058

Abstract

Physics education is essential for fostering scientific literacy and critical thinking, yet it faces persistent challenges, including declining student engagement, curriculum irrelevance, and the complexities of integrating technology. This study adopts a literature review method, analyzing peer-reviewed studies published in the last five years, sourced from databases such as Scopus, Web of Science, and Google Scholar, using keywords like “physics education,” “student engagement,” and “curriculum reform.” The findings highlight that the abstract nature of physics, traditional lecture-based methods, and a lack of real-world applications contribute to reduced student interest. Addressing these issues requires the adoption of interactive, inquiry-based pedagogies and the development of contextualized curricula that align with contemporary societal challenges. Technology integration, including simulations and virtual experiments, enhances engagement but faces obstacles such as resource disparities and insufficient teacher training. Teacher preparedness remains pivotal, emphasizing professional development programs that enhance subject expertise, pedagogical skills, and technological proficiency. Additionally, educational reforms often face implementation challenges due to exam-centric systems and misalignment with classroom practices. This review advocates for a holistic approach, combining curriculum reforms, balanced technology use, and sustained investment in teacher development to revitalize physics education. By addressing these interconnected issues, physics education can become more engaging and relevant, equipping students with critical skills to navigate a technology-driven world. This work provides a foundation for future research and policy initiatives aimed at fostering inclusive and impactful physics education practices.
Co-Authors Muhammad Asy'ari Nina Nisrina Wahyudi Wahyudi