The Impact of Using ChatGPT as a Learning Assistant on the Scientific Literacy of Fifth-Grade Elementary School Students

Abstract

The development of Generative Artificial Intelligence (GenAI), especially ChatGPT, opens up opportunities for the use of technology as a learning assistant to support the science learning process. This study aims to analyze the influence of the use of ChatGPT as a learning assistant on the science literacy of grade V elementary school students. The study used a quantitative approach with a quasi-experimental design and a pretest-posttest control group design pattern. The research subjects amounted to 42 students in class V of SD IT Luqman Al Hakim consisting of 18 students in the experimental class and 24 students in the control class. Data was collected using a science literacy test in the form of 10 description questions given before and after treatment. The data were analyzed using Analysis of Covariance (ANCOVA), with pretest scores as covariates and posttest scores as dependent variables. The results showed a significant difference in posttest scores between the experimental class and the control class after the initial ability was controlled, with values of F (1.39) = 5.131, p = 0.029, and η² = 0.106. The average posttest score was corrected in the experimental class of 51.41, while the control class was 39.15, with a difference of 12.26 points. These results show that the use of ChatGPT as a learning assistant has the potential to support the achievement of students' science literacy. However, the large contribution of treatment of 10.6% shows that the achievement of science literacy is also influenced by other factors outside of treatment.