Enhancing Physics Learning in Sekolah Indonesia Kuala Lumpur (SIKL) by Utilizing Artificial Intelligence

Muhammad Ardhi Khalif  -  Universitas Islam Negeri Walisongo Semarang, Indonesia
Affa Ardhi Saputri*    -  Universitas Islam Negeri Walisongo Semarang, Indonesia
Kuntoro Adi Juwanda  -  Sekolah Indonesia Kuala Lumpur, Malaysia
Agus Sudarmanto  -  Universitas Islam Negeri Walisongo Semarang, Indonesia
Voni Fatimatuzzahro  -  Universitas Islam Negeri Walisongo Semarang, Indonesia

(*) Corresponding Author
DOI: 10.21580/dms.2024.241.19315

The surge in digital learning technology, particularly Artificial Intelligence (AI), has reshaped education. This community service initiative at Sekolah Indonesia Kuala Lumpur in Malaysia targets AI training to innovate physics education. The multifaceted approach encompasses preparation, implementation, and evaluation stages, employing methods like Focus Group Discussions, training sessions, and mentoring. AI plays a pivotal role in assisting students with assignments, analyzing physics problems, and creating presentation media for school tasks, utilizing applications such as Canva+ChatGPT and Google Slides+ChatGPT. Training outcomes at Sekolah Indonesia Kuala Lumpur showcase participants' proficiency in AI-driven presentation media, achieving an impressive average score of 84.67. Among 27 participants, only one fell short of the 75-point passing criteria. To maximize AI's role in physics learning, ongoing implementation and support are crucial in subsequent activities.

Keywords: artificial intelligence; canva; chat GPT; physics problems; physics learning; presentation media

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Open Access Copyright (c) 2024 Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan
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Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan
Institute for Research and Community Services (LP2M)
UIN Walisongo, Semarang, Indonesia
Jl. Walisongo No 3-5 Semarang 50185
Central Java, Indonesia
Website: https://lp2m.walisongo.ac.id/
Email: dimas@walisongo.ac.id

ISSN: 1411-9188 (Print)
ISSN: 2502-9428 (Online)

Creative Commons License

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

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