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All Journal Indonesian Journal of Science and Mathematics Education Studies in Philosophy of Science and Education
Sofita, Mita
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Education Mathematics

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Human Versus Artificial Intelligence in Creative Physics Thinking: A Philosophical Reflection on Learning and Cognition Sofita, Mita; Damarsha, Adrian Bagas; Prasetya, Joenathan Eka; Yuliatin, Elisa Dwi; Rahma, Nur Fitri; Jauhariyah, Mukhayyarotin Niswati Rodliyatul; Saphira, Hanandita Veda
Studies in Philosophy of Science and Education Vol. 5 No. 3 (2024): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i3.676

Abstract

The rapid advancement of artificial intelligence (AI) has led to its increasing integration into education, including in subjects like physics that require high-level cognitive skills. This study compares human responses with those generated by AI models (ChatGPT and DeepSeek) to physics problems designed to measure creative thinking skills while exploring the philosophical patterns in AI reasoning as a reflection of human cognition. Using a qualitative-comparative method, responses were analyzed based on fluency, elaboration, originality, and flexibility, focusing on the concept of moment of inertia within the traditional "Kekehan" game. Findings show that while AI responses demonstrated structured reasoning and elaboration, human answers were more contextually relevant and original, rooted in experience. DeepSeek produced more detailed responses than ChatGPT, but both showed tendencies toward generalization. The results indicate that AI, though useful as a support tool, lacks the genuine creativity of human thinking. The study suggests that reliance on AI in education should be balanced with strategies that foster human creativity and critical thinking. Philosophical reflection is necessary to redefine AI's role in education, ensuring it complements rather than replaces human intellectual development.
SCEL-based science learning to strengthen problem-solving skills and eco-religious attitudes in supporting the SDGs Virginia, Lintang; Jauhariyah, Mukhayyarotin Niswati Rodliyatul; Yuberti, Yuberti; Abdullah, Isa; Ardani, Miftakhul Aulia; Sofita, Mita
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i2.30959

Abstract

Climate change, environmental degradation, and sustainability challenges require science education to foster students' problem-solving skills and environmental responsibility. However, few studies have integrated scientific creativity, structured problem-solving, and eco-religious values within a single framework. This study investigated the effectiveness of the Scientific Creativity Eco-Religious Learning (SCEL) model in enhancing students' problem-solving skills and fostering eco-religious attitudes. A quasi-experimental design with a non-equivalent control group involved 120 tenth-grade students. Data were collected through tests, questionnaires, observations, and open-ended responses and analyzed using nonparametric statistics. The findings showed that students taught using the SCEL model achieved higher problem-solving gains than those receiving project-based learning instruction, with a significant difference (p < 0.05) and a large effect size (r = 0.53). Students also demonstrated stronger eco-religious attitudes. These results suggest that integrating scientific creativity, structured problem-solving, and eco-religious reflection can promote holistic learning by balancing cognitive competencies with environmental responsibility. These findings indicate that SCEL provides an integrated framework for sustainability-oriented science learning by combining scientific creativity, structured problem-solving, and eco-religious values, thereby supporting SDG 4 (Quality Education) and SDG 13 (Climate Action).
Co-Authors Abdullah, Isa Ardani, Miftakhul Aulia Damarsha, Adrian Bagas Mukhayyarotin Niswati Rodliyatul Jauhariyah Prasetya, Joenathan Eka Rahma, Nur Fitri Saphira, Hanandita Veda Virginia, Lintang Yuberti Yuliatin, Elisa Dwi