<![CDATA[Chemistry learning faces challenges because topics such as reaction rates are abstract and require high analytical skills. Therefore, learning media such as ChatGPT are needed to provide additional explanations and support students’ learning process flexibly. This study aims to determine the effect of using ChatGPT on students’ learning outcomes in the reaction rate topic. The research used a quantitative approach with a pre-experimental design of the intact group comparison type, involving 48 students divided into an experimental class and a control class, with the Student Teams-Achievement Divisions (STAD) learning model applied in both classes. Data were collected through learning outcome tests and observations of learning activities. The results showed that there was no significant difference between the learning outcomes of students in the experimental and control classes (0.373 > 0.05), with learning activities in both classes categorized as good to very good. Therefore, the use of ChatGPT in learning has not shown a significant effect on students’ learning outcomes in the reaction rate topic, suggesting that its use needs to be more carefully designed to better support students’ understanding.]]>
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