EFFECTS ARTIFICIAL INTELLIGENCE-ASSISTED LEARNING IN SCIENCE AND RELIGIOUS EDUCATION ON CRITICAL AND ETHICAL THINKING

Abstract

Educational transformation in the digital era demands the integration of intelligent technology into the learning process, including in subjects such as Natural Sciences (IPA) and Religious Education. This study aims to analyze the effect of Artificial Intelligence (AI)-assisted learning on improving students' critical thinking and ethical thinking abilities. The study uses a quasi-experimental design with a pretest-posttest control group approach. The research subjects were 120 high school students divided into an experimental group (using adaptive AI platforms and educational chat bots) and a control group (conventional learning based on discussion and textbooks). Research instruments included a critical thinking test based on Higher Order Thinking Skills (HOTS) indicators and an ethical thinking assessment scale based on case studies. The results of the study indicate that the experimental group experienced a significant increase in critical thinking ability (p < 0.05) and and ethical thinking (p < 0.05) compared to the control group. These findings suggest that the integration of AI in Science and Religion learning can enhance both scientific literacy and students' moral awareness. This study recommends the development of an AI-based techno-spiritual pedagogical model to support holistic education in the digital era.