Analysis of Chemistry Education Students' Perceptions Regarding the Use of ChatGPT for Organic Chemistry Learning

Sakti Hidayati Fikriya, Muhammad Zulqurnain, Andi Suharman, Eka Ad’hiya

Abstract


Advances in artificial intelligence technologies, such as ChatGPT, provide new opportunities for learning Organic Chemistry, a subject noted for its abstract and complex concepts. The purpose of this study is to investigate students' impressions of using ChatGPT as a learning tool for mastering Organic Chemistry subjects. This descriptive quantitative study included 87 Chemistry Education Study Program students from Sriwijaya University's Faculty of Teacher Training and Education. A Likert-scale survey was used to obtain data on frequency of usage, perception of use, perception of utility, prompt effort, and ethical awareness when using ChatGPT. The results revealed that 98.9% had used ChatGPT to learn Organic Chemistry; 74% thought ChatGPT was successful in promoting understanding of the content; and 72% recognized the efficiency of learning time. Thematic study revealed that ChatGPT aided in the smooth exposition of difficult concepts such as stereochemistry and chemical processes. However, 59% believed that the explanations' accuracy required further scientific validation. Respondents acknowledged the possibility of conceptualization errors if ChatGPT was utilized without lecturer guidance or evaluation of scientific sources. These findings support ChatGPT's potential as an adaptable and relevant Organic Chemistry learning tool for achieving 21st-century demands such as critical thinking and problem solving. Additional study recommendations include integrating ChatGPT into organic chemistry learning models and media.

Keywords


ChatGPT; Chemistry Education; Organic Chemistry; Student's Perception; Learning Tool

Full Text:

PDF

References


Ahmed, S. K., Mohammed, R. A., Nashwan, A. J., Ibrahim, R. H., Abdalla, A. Q., M. Ameen, B. M., & Khdhir, R. M. (2025). Using thematic analysis in qualitative research. Journal of Medicine, Surgery, and Public Health, 6, 100198. https://doi.org/10.1016/j.glmedi.2025.100198

Atris Yuliarti Mulyani. (2022). Pengembangan Critical Thinking Dalam Peningkatan Mutu Pendidikan di Indonesia. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 1(1), 100–105. https://doi.org/10.54259/diajar.v1i1.226

Capraro, V., Lentsch, A., Acemoglu, D., Akgun, S., Akhmedova, A., Bilancini, E., Bonnefon, J. F., Brañas-Garza, P., Butera, L., Douglas, K. M., Everett, J. A. C., Gigerenzer, G., Greenhow, C., Hashimoto, D. A., Holt-Lunstad, J., Jetten, J., Johnson, S., Kunz, W. H., Longoni, C., … Viale, R. (2024). The impact of generative artificial intelligence on socioeconomic inequalities and policy making. PNAS Nexus, 3(6). https://doi.org/10.1093/pnasnexus/pgae191

Chusna, I. F., Aini, I. N., Putri, K. A., & Elisa, M. C. (2025). LITERATUR REVIEW: URGENSI KETERAMPILAN ABAD 21 PADA PESERTA DIDIK. Jurnal Pembelajaran, Bimbingan, Dan Pengelolaan Pendidikan, 4(4), 1. https://doi.org/10.17977/um065.v4.i4.2024.1

Coppin, B. (2025). The Potential of AI in Education: Personalizing Learning. International Journal of Artificial Intelligence for Science (IJAI4S), 1(2). https://doi.org/10.63619/ijai4s.v1i2.003

Daher, W., Diab, H., & Rayan, A. (2023). Artificial Intelligence Generative Tools and Conceptual Knowledge in Problem Solving in Chemistry. Information (Switzerland), 14(7). https://doi.org/10.3390/info14070409

Ekowijayanto, M., & Ulvia, A. N. (2025). Impact of ChatGPT on Students’ Learning Strategies and Critical Thinking Development. Journal of Innovation in Educational and Cultural Research, 6(4), 755–765. https://doi.org/10.46843/jiecr.v6i4.2400

Fergus, S., Botha, M., & Ostovar, M. (2023). Evaluating Academic Answers Generated Using ChatGPT. Journal of Chemical Education, 100(4), 1672–1675. https://doi.org/10.1021/acs.jchemed.3c00087

Jere, S., & Mpeta, M. (2025). Integrating generative artificial intelligence chatbots into chemistry teaching: Impact of affective factors on engagement and conceptual understanding. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2713. https://doi.org/10.29333/ejmste/17077

Kementerian PPN/Bappenas. (2025). Indonesia Emas 2045 Rencana Pembangunan Jangka Panjang Nasional 2025-2045. RPJPN 2025-2045. https://indonesia2045.go.id/

Kodkin, V. L., & Artem’eva, E. V. (2024). ChatGPT: Application in Chemistry Education and Challenges. Journal of Computer and Communications, 12(03), 196–206. https://doi.org/10.4236/jcc.2024.123012

Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the Implementation of ChatGPT in Education: A Systematic Review. In Computers (Vol. 12, Issue 8). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/computers12080153

Nasr, N. R., Tu, C. H., Werner, J., Bauer, T., Yen, C. J., & Sujo-Montes, L. (2025). Exploring the Impact of Generative AI ChatGPT on Critical Thinking in Higher Education: Passive AI-Directed Use or Human–AI Supported Collaboration? Education Sciences, 15(9). https://doi.org/10.3390/educsci15091198

Nguyen, T., & Sirichokcharoenkun, Y. (2023). The Limitations and Potential of ChatGPT in Chemistry Education. https://orcid.org/0009-0009-1530-4000

Novita, P., Yusof, M. R., & Zaitun. (2024). University Students and ChatGPT: Redefining Learning in the Age of. English Language in Focus (ELIF), 7(1), 19–30. https://doi.org/10.24853/elif.7.1.19-30

Patac, L. P., & Patac, A. V. (2025). Using ChatGPT for academic support: Managing cognitive load and enhancing learning efficiency – A phenomenological approach. Social Sciences and Humanities Open, 11. https://doi.org/10.1016/j.ssaho.2025.101301

Pratama, H., Puspitasari, Y. D., & Nugroho, P. A. (2023). Pembelajaran Kimia Organik dengan Kombinasi Project Based Learning dengan Pendekatan Jelajah Alam Sekitar. Journal of Education Action Research, 7(3), 351–357. https://doi.org/10.23887/jear.v7i3.67336

Rahardhian, A. (2022). Kajian Kemampuan Berpikir Kritis (Critical Thinking Skill) dari Sudut Pandang Filsafat. Jurnal Filsafat Indonesia, 5.

Rahmawati, H., & Irawati, R. K. (2023). Analisis Kebutuhan Bahan Ajar Kimia Organik yang Berorientasi Higher Order Thinking Skills. Edukasi: Jurnal Pendidikan, 21(1), 68–82. https://doi.org/10.31571/edukasi.v21i1.5323

Taruklimbong, E. S. W., & Sihotang, H. (2023). Peluang dan Tantangan Penggunaan AI (Artificial Intelligence) dalam Pembelajaran Kimia. Jurnal Pendidikan Tambusai, 7(3).

Valova, I., Mladenova, T., & Kanev, G. (2024). Students’ Perception of ChatGPT Usage in Education. In IJACSA) International Journal of Advanced Computer Science and Applications (Vol. 15, Issue 1). www.ijacsa.thesai.org

Vieriu, A. M., & Petrea, G. (2025). The Impact of Artificial Intelligence (AI) on Students’ Academic Development. Education Sciences, 15(3). https://doi.org/10.3390/educsci15030343

Yik, B. J., & Dood, A. J. (2024). ChatGPT Convincingly Explains Organic Chemistry Reaction Mechanisms Slightly Inaccurately with High Levels of Explanation Sophistication. Journal of Chemical Education, 101(5), 1836–1846. https://doi.org/10.1021/acs.jchemed.4c00235




DOI: https://doi.org/10.24952/lavoisier.v4i2.17937

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Sakti Hidayati Fikriya

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal Lavoisier: Chemistry Education Journal, The Infomation and Files Indexed by:
Flag Counter
Creative Commons License

Lavoisier:Chemistry Education Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © 2022 Lavoisier: Chemistry Education Journal.All rights reserved.

Journal Lavoisier: Chemistry Education Journal, The Infomation and Files Supported by: