Utilization Of ChatGPT TO Improve Junior High School Students’ Ability In Writing Science Practicum Reports

Abstract

The rapid development of artificial intelligence (AI), particularly ChatGPT, has created new opportunities to support academic writing activities, including the preparation of science practicum reports. This study aims to conceptually examine the role of ChatGPT in assisting students with practicum report writing by emphasizing its potential, limitations, and appropriate implementation in educational settings. This research employed a literature review approach by analyzing seven scientific articles obtained from reputable databases related to artificial intelligence in education and academic writing. The findings indicate that ChatGPT plays a significant role in helping students organize report structures, develop background information, and improve conceptual understanding during the writing process. However, ChatGPT cannot replace experimental procedures, data collection, or empirical data analysis, which are fundamental components of practicum reports. Therefore, ChatGPT should be utilized as a cognitive support tool rather than a substitute for scientific reasoning. The study concludes that the effective integration of ChatGPT in science education should adopt a constructivist approach that encourages students to remain active participants in the learning process while maintaining academic integrity and originality.