The Role of AI in Promoting Learning Independence and Scientific Explanation Ability among Physics Education Students

Abstract

Integrating Artificial Intelligence (AI) in higher education has transformed learning processes, particularly in complex subjects like physics. This study investigated the implications of AI utilization, specifically generative tools such as ChatGPT on two key aspects of physics education: students’ learning autonomy and scientific explanation skills. A descriptive quantitative approach was employed, surveying 50 pre-service physics teachers from universities in Aceh, Indonesia, using a structured questionnaire. The findings revealed that while AI tools support students in understanding concepts and completing assignments, there is a notable gap in fostering deep conceptual engagement and critical thinking. Most respondents (45%) agreed that AI aids learning autonomy, yet only 20% strongly agreed, suggesting a partial dependence on AI without fully developing independent learning skills. Similarly, only 35% agreed, and 17% strongly agreed that AI enhances scientific explanation abilities. Analysis indicated a positive correlation between learning autonomy and explanation skills, though not linear, highlighting potential overreliance on AI-generated solutions at the expense of reflective reasoning. The study underscored the importance of designing pedagogical strategies that balance AI integration with cultivating critical, reflective, and exploratory thinking. These insights contributed to the growing discourse on AI's role in physics education and its impact on students' cognitive and conceptual development.