Penggunaan ChatGPT dalam Pembelajaran Geografi Murid Tingkatan Tiga Sekolah Menengah Kebangsaan di Daerah Lawas berdasarkan Analisis SWOT

Use of ChatGPT in Geography Learning among Form Three Students at National Secondary Schools in the Lawas District based on SWOT Analysis

Abstract

Perkembangan teknologi kecerdasan buatan (AI) generatif seperti ChatGPT semakin mempengaruhi sektor pendidikan, termasuk dalam proses pengajaran dan pembelajaran (PdP) Geografi. Namun demikian, kajian berkaitan penggunaan ChatGPT dalam pembelajaran Geografi di peringkat sekolah menengah di Malaysia masih terhad, khususnya dari perspektif analisis SWOT yang menilai aspek kekuatan, kelemahan, peluang dan ancaman penggunaan teknologi tersebut. Sehubungan itu, kajian ini bertujuan mengenal pasti penggunaan ChatGPT dalam pembelajaran Geografi murid Tingkatan Tiga di Sekolah Menengah Kebangsaan di Daerah Lawas berdasarkan analisis SWOT. Kajian ini melibatkan empat buah sekolah iaitu SMK Lawas, SMK Merapok, SMK Sundar dan SMK Trusan. Seramai 120 orang responden dipilih menggunakan kaedah persampelan rawak mudah. Kajian ini menggunakan reka bentuk campuran kualitatif dan kuantitatif, manakala data dianalisis secara deskriptif. Dapatan kajian menunjukkan bahawa kekuatan utama penggunaan ChatGPT dalam pembelajaran Geografi ialah keupayaannya menyediakan teks, jawapan, contoh dan ilustrasi yang berkualiti, sekali gus membantu murid memahami konsep Geografi dengan lebih jelas dan cepat. Dari aspek kelemahan, dapatan menunjukkan bahawa murid cenderung mengalami kebergantungan berlebihan terhadap ChatGPT sehingga boleh mengurangkan usaha pembelajaran kendiri dan kemahiran menilai maklumat secara kritis. Bagi aspek peluang, penggunaan ChatGPT didapati berpotensi memperkasa kemahiran pemikiran kritis, penyelesaian masalah dan pembelajaran kendiri selaras dengan keperluan pendidikan abad ke-21. Walau bagaimanapun, ancaman utama yang dikenal pasti ialah isu kebolehpercayaan dan ketepatan maklumat yang dijana oleh ChatGPT, yang boleh menimbulkan risiko penyebaran fakta yang tidak tepat sekiranya tidak disemak secara teliti. Dapatan temu bual separa berstruktur terhadap empat orang pelajar turut menunjukkan bahawa majoriti responden berpandangan penggunaan ChatGPT memberikan kesan positif terhadap pembelajaran Geografi Kesimpulannya, kajian ini membuktikan bahawa penggunaan ChatGPT mempunyai potensi yang signifikan dalam memperkukuh amalan pedagogi Geografi melalui pembelajaran yang lebih interaktif, fleksibel dan berpusatkan murid. Kajian ini juga menyumbang kepada pemahaman berkaitan integrasi AI dalam pendidikan sekolah menengah di Malaysia, di samping menegaskan kepentingan penggunaan teknologi AI secara kritis, terkawal dan beretika bagi memastikan keberkesanan PdP serta meningkatkan literasi digital murid.

The rapid development of generative artificial intelligence (AI) technologies such as ChatGPT has increasingly influenced the education sector, including the teaching and learning of Geography. However, studies related to the use of ChatGPT in Geography learning at the secondary school level in Malaysia remain limited, particularly from the perspective of SWOT analysis, which examines the strengths, weaknesses, opportunities, and threats of the technology’s implementation. Therefore, this study aims to identify the use of ChatGPT in Geography learning among Form Three students in National Secondary Schools in the Lawas District based on SWOT analysis. The study involved four schools, namely SMK Lawas, SMK Merapok, SMK Sundar, and SMK Trusan. A total of 120 respondents were selected using simple random sampling. This study employed a mixed-method research design involving both qualitative and quantitative approaches, while the data were analyzed descriptively. The findings revealed that the primary strength of ChatGPT in Geography learning lies in its ability to provide high-quality text, answers, examples, and illustrations, which help students understand Geography concepts more effectively and efficiently. In terms of weaknesses, the findings indicated that students tended to develop excessive dependence on ChatGPT, which may reduce self-directed learning efforts and critical evaluation skills. Regarding opportunities, the use of ChatGPT was found to enhance critical thinking, problem-solving skills, and self-learning in line with the demands of 21st-century education. Nevertheless, the main threat identified was the issue of reliability and accuracy of information generated by ChatGPT, which may lead to the dissemination of inaccurate facts if not carefully verified. Semi-structured interview findings involving four students also showed that the majority of respondents perceived ChatGPT positively, particularly in helping them obtain Geography-related information more quickly and easily. In conclusion, this study demonstrates that the use of ChatGPT has significant potential to strengthen Geography pedagogical practices through more interactive, flexible, and student-centered learning approaches. This study also contributes to the understanding of AI integration in Malaysian secondary school education while emphasizing the importance of critical, controlled, and ethical use of AI technologies to ensure effective teaching and learning processes as well as to enhance students’ digital literacy.

KEYWORDS: ChatGPT, Learning, SWOT Analysis, Digital Learning