Artificial Intelligence (AI) for Problem-Solving in Chemistry Learning in Vocational High Schools: A Survey of Impact, Self-Efficacy, and Meaningfulness

Annisa Mamluaturrahmatika(1), Aqilatun Ni'mah(2*), Aldi Pascagama Nurrachman(3)


(1) Doctoral Study Program of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Indonesia.
(2) Sekolah Tinggi Agama Islam Nahdlatul Ulama Rembang, Indonesia.
(3) Department of Industrial Management, School of Management, National Taiwan University of Science and Technology, Taiwan.
(*) Corresponding Author

Abstract


The rapid development of artificial intelligence (AI) in the 21st century is transforming education into a more interactive, adaptive, and student-centered system. Chemistry learning in vocational schools is often theoretical, lacking contextualization, and inadequate in fostering student problem-solving. This gap highlights the mismatch between industry competency demands and current classroom practices, necessitating innovation through AI integration. This study aims to examine the impact of AI use in vocational chemistry learning on students’ problem-solving, including impact, self-efficacy, and meaningfulness. The study involved 157 students from SMK IPTEK Jakarta selected through cluster random sampling. Data were collected using a questionnaire and analyzed through one-way ANOVA. The ANOVA results showed a significance value of 0.056, indicating no significant differences in AI use across classes. AI integration has a positive impact on student problem-solving, increases self-efficacy, and promotes a more meaningful learning experience. Support from teachers, schools, and policymakers is crucial, along with further research to develop AI-based models and test their long-term impact.


Keywords


Artificial intelligence; Chemistry learning; Problem-solving; Self-efficacy; Vocational high schools

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DOI: https://doi.org/10.26714/jps.14.1.2026.XX-XX

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