ChatGPT’s Impact on Environmental Literacy through Dahl’s Children’s Literature in Islamic Primary School
DOI:
https://doi.org/10.58557/eduinsights.v2i2.90Keywords:
ChatGPT on primary school, Environmental literacy, Dahl’s children’s literatureAbstract
This study explores the impact of using ChatGPT on environmental literacy among fifth-grade students at MIN 1 Bengkulu City, Indonesia. This research employs a mixed-methods approach and analyzes four works by Roald Dahl—Giraffe and the Pelly and Me (2007), James and the Giant Peach (2007), Fantastic Mr. Fox (2007), and Danny the Champion of the World (2009). The environmental themes in these works are analyzed through the critical framework of Matthew Arnold, which highlights the moral relationship between humans and nature. The study involves two groups: an experimental group using ChatGPT to explore environmental themes, and a control group utilizing traditional teaching methods. Environmental literacy is measured through pre-test and post-test assessments, supported by student questionnaires and teacher interviews. Quantitative findings show a significant improvement in the experimental group (p < 0.05), indicating that the use of ChatGPT enhances students’ understanding of ecological issues. Qualitative data reveals higher student engagement and a positive perception of ChatGPT as a learning tool. From an Arnoldian perspective, these narratives prove effective in cultivating environmental appreciation by emphasizing the moral connection between humans and nature. Overall, this study demonstrates how AI-based tools, combined with children’s literature, can enrich the learning experience and promote sustainable thinking among elementary school students.
References
Abrams, M. H. (1999). A glossary of literary terms (7th ed.). Heinle & Heinle.
Aguilar, M. A. A. (2022). Re-reading roald dahl from an ecological perspective. Revista Canaria de Estudios Ingleses, 84, 169–181. https://doi.org/10.25145/j.recaesin.2022.84.12.
Al Shloul, T., Mazhar, T., Abbas, Q., Iqbal, M., Ghadi, Y. Y., Shahzad, T., Mallek, F., & Hamam, H. (2024). Role of activity-based learning and chatgpt on students’ performance in education. Computers and Education: Artificial Intelligence, 6, 100219. https://doi.org/10.1016/j.caeai.2024.100219.
Al-Ghonmein, A. M., & Al-Moghrabi, K. G. (2024). The potential of chatgpt technology in education: Advantages, obstacles and future growth. IAES International Journal of Artificial Intelligence (IJ-AI), 13(2), 1206–1213. https://doi.org/10.11591/ijai.v13.i2.pp1206-1213.
Ali, D., Fatemi, Y., Boskabadi, E., Nikfar, M., Ugwuoke, J., & Ali, H. (2024). Chatgpt in teaching and learning: A systematic review. Education Sciences, 14(6), 643. https://doi.org/10.3390/educsci14060643.
Annur, C. M. (2024, March 15). 10 provinsi dengan penduduk paling gemar membaca 2023, yogyakarta teratas | databoks. https://databoks.katadata.co.id/demografi/statistik/5ae728808827139/10-provinsi-dengan-penduduk-paling-gemar-membaca-2023-yogyakarta-teratas.
Badan Pengembangan dan Pembinaan Bahasa. (2024). Meningkatkan literasi Indonesia melalui optimalisasi peran buku (Risalah Kebijakan Nomor 4, Mei 2024). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Bhagwanji, Y., & Born, P. (2018). Use of children’s literature to support an emerging curriculum model of education for sustainable development for young learners. Journal of Education for Sustainable Development, 12(2), 85–102. https://doi.org/10.1177/0973408218785320.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.
Caré, S. (2024). Female animal characters in roald dahl’s children’s books: A misogynistic portrayal. Miscelánea: A Journal of English and American Studies, 69, 111–130. https://doi.org/10.26754/ojs_misc/mj.20248807.
Chen, B., Zhu, X., & Díaz Del Castillo H., F. (2023). Integrating generative AI in knowledge building. Computers and Education: Artificial Intelligence, 5, 100184. https://doi.org/10.1016/j.caeai.2023.100184.
Clark, V. L. P. and Ivankova, N.V. (2016). Mixed methods research: A guide to the field. SAGE Publications, Inc. https://doi.org/10.4135/9781483398341.
Creswell, J.W and Creswell, J.D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Dahl, R. (2007). James and the giant peach. Illustrated by Quentin Blake, Puffin Books.
Dahl, R. (2007). Danny the champion of the world. Illustrated by Quentin Blake, Puffin Books.
Dahl, R. (2007). Fantastic mr. fox. Illustrated by Quentin Blake, Puffin Books.
Dahl, R. (2009). The giraffe and the pelly and me. Illustrated by Quentin Blake, Puffin Books.
Demirkol, M., & Malkoç, N. (2023). Assessing the intellectual structure of the evolving knowledge base on chatgpt in the field of education and health. Educational Process International Journal, 12(4). https://doi.org/10.22521/edupij.2023.124.3.
Erita, Y., Hevria, S., Miaz, Y., Jupriani, Fauzi, R., & Fadillah, N. (2024). Current trends transforming learning in elementary schools through chatgpt: A systematic literature review. AIP Conf. Proc. 8 October 2024; 3220 (1): 020024. https://doi.org/10.1063/5.0234735.
Fakhriyah, F., Masfuah, S., & Margunayasa, I. G. (2024). A review of environmental literacy learning for prospective teachers. Jurnal Penelitian Pendidikan IPA, 10(8), 536–547. https://doi.org/10.29303/jppipa.v10i8.8327.
Flick, U. (Ed.). (2018). The SAGE handbook of qualitative data collection. SAGE Publications. https://doi.org/10.4135/9781526416070.
Gao, J. (2023). Environmental ethics manifested in stories by roald dahl – a study on environmental writing for children. In E. Marino, Y. Wang, B. Majoul, & H. Lee (Eds.), Proceedings of the 2023 5th International Conference on Literature, Art and Human Development (ICLAHD 2023) (Vol. 806, pp. 14–30). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-170-8_3.
Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of chatgpt as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 100089. https://doi.org/10.1016/j.tbench.2023.100089.
Herwin, H., Nurhayati, R., & Dahalan, S. C. (2022). Mobile assessment to improve learning motivation of elementary school students in online learning. International Journal of Information and Education Technology, 12(5), 436–442. https://doi.org/10.18178/ijiet.2022.12.5.1638.
Husamah, H., Miharja, F. J., & Hidayati, D. A. (2020). Environmental literacy of islamic boarding school students: Study in ma bilingual-sidoarjo, east java, indonesia. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 8(1), 57. https://doi.org/10.33394/j-ps.v8i1.2766.
Jauhiainen, J. S., & Guerra, A. G. (2023). Generative ai and chatgpt in school children’s education: Evidence from a school lesson. Sustainability, 15(18), 14025. https://doi.org/10.3390/su151814025
Khasanah, V., Anoegrajekti, N., Setiadi, S., & Abdullah, K. H. (2024). Fostering environmental awareness through eco-literacy in novels: A bibliometric review. Fronteira: Journal of Social, Technological and Environmental Science, 13(1), 88–104. https://doi.org/10.21664/2238-8869.2024v13i1.p88-104.
Khurma, O.A., Albahti, F., Ali, N., & Bustanji, A. (2024). AI chatgpt and student engagement: Unraveling dimensions through PRISMA analysis for enhanced learning experiences. Contemporary Educational Technology, 16(2), ep503. https://doi.org/10.30935/cedtech/14334.
Leedy, P.D. & Jeanne, E.O. (2015). Practical research: Planning and design. Pearson.
Maisarah, I., Yayan, N., & Yunita, W. (2023). Illocutionary speech acts of verbal bullying in dahl’s the big friendly giant and its impacts on self-esteem of the main characters. Linguistic, English Education and Art (LEEA) Journal, 7(1), 118–127. https://doi.org/10.31539/leea.v7i1.7270.
Mhlanga, D. (2023). The value of open ai and chatgpt for the current learning environments and the potential future uses. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4439267.
Mohebi, L. (2024). Empowering learners with chatgpt: Insights from a systematic literature exploration. Discover Education, 3(1), 36. https://doi.org/10.1007/s44217-024-00120-y.
Prasetya, R. E., & Syarif, A. (2023). Chatgpt as a tool for language development: Investigating its impact on proficiency and self-evaluation accuracy in indonesian higher education. VELES (Voices of English Language Education Society), 7(3), 402–415. https://doi.org/10.29408/veles.v7i3.19303.
Moleong, Lexy J. (2021). Metodologi Penelitian Kualitatif. Edisi Revisi, Remaja Rosdakarya.
Ross, P. T., & Zaidi, N. L. B. (2019). Limited by our limitations. Perspectives on Medical Education, 8(4), 261–264. https://doi.org/10.1007/S40037-019-00530-X.
Sa’diyah, I., & Savitri, A. (2024). The effectiveness of chatgpt technology as a teaching material for students’ reading-writing literacy in the digital era. MEDIASI Jurnal Kajian dan Terapan Media, Bahasa, Komunikasi, 5(2), 97–109. https://doi.org/10.46961/mediasi.v5i2.818.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, r&d, dan penelitian tindakan. Alfabeta.
Sugiyono (2022). Metode penelitian kuantitatif. Alfabeta.
Taqiyya, A. (2023, November 2). Bahaya, hewan terancam punah paling banyak dari indonesia! GoodStats Data. https://data.goodstats.id/statistic/bahaya-hewan-terancam-punah-paling-banyak-dari-indonesia-Im0SS.
Youssef, E., Medhat, M., Abdellatif, S., & Al Malek, M. (2024). Examining the effect of chatgpt usage on students’ academic learning and achievement: A survey-based study in Ajman, UAE. Computers and Education: Artificial Intelligence, 7, 100316. https://doi.org/10.1016/j.caeai.2024.100316.
