The Use of Artificial Intelligence (AI) in Chemistry Education: Exploring The Influence Of Curriculum Structure
DOI:
https://doi.org/10.24036/jlils.v6i1.229Keywords:
Artificial Intelligence, Higher Education, Chemistry Education, Curriculum Structure, Generative AIAbstract
The integration of Artificial Intelligence (AI) in higher education has not been accompanied by in-depth studies examining curriculum structure as a moderating factor in its adoption patterns. This survey-based descriptive quantitative study explored the utilization of AI among chemistry students and correlated it with curriculum characteristics across different student cohorts. Using purposive sampling technique, this research involved 162 students from the Department of Chemistry at Universitas Negeri Padang of the year 2021-2025. Questionnaire data were analyzed using descriptive statistics and cross-tabulation. The findings confirmed the total adoption (100%) of AI among all participants, with usage intensity dominated by occasional and frequent categories. ChatGPT emerged as the most dominant platform, followed by Perplexity AI and Google Gemini. This research revealed a functional differentiation of AI across curriculum stages. Early-year students relied on AI for understanding abstract concepts, whereas final-year students used AI predominantly for research support, reflecting different cognitive and academic demands.
References
Adetayo, A. J., Aborisade, M. O., & Sanni, B. A. (2024). Microsoft Copilot and Anthropic Claude AI in education and library service. Library Hi Tech News, ahead-of-print(ahead-of-print). https://doi.org/10.1108/LHTN-01-2024-0002
Al Dokali, N., Aljarmi, A., & Baroud, N. (2023). Artificial Intelligence in Chemistry Classrooms: Student Perceptions, Learning Outcomes, and Theoretical-Practical Integration. 4(2), 140–154. https://jurnal.uinsyahada.ac.id/index.php/Lavoisier/index
Al-Obaydi, L. H., & Pikhart, M. (2026). The use of Copilot, Gemini and ChatGPT in the context of foreign language learning and teaching: An academic technology review. Contemporary Educational Technology, 18(2), ep640. https://doi.org/10.30935/cedtech/18056
Aydin, Ö. (2024). Google Gemini, ChatGPT, and Perplexity: A comparative analysis of AI tools for academic literature searching. The Journal of Academic Librarianship, 50(2), 102856. https://doi.org/10.1016/j.acalib.2024.102856
Berber, S., Brückner, M., Maurer, N., & Huwer, J. (2025). Artificial Intelligence in Chemistry Research─Implications for Teaching and Learning. Journal of Chemical Education, 102(4). https://doi.org/10.1021/acs.jchemed.4c01033
Bin Akhtar, Z. (2024). From bard to Gemini: An investigative exploration journey through Google’s evolution in conversational AI and generative AI. Computing and Artificial Intelligence, 2(1), Artikel 1378. https://doi.org/10.59400/cai.v2i1.1378
Cardoso Rial, R. (2024). AI in analytical chemistry: Advancements, challenges, and future directions. In Talanta (Vol. 274). https://doi.org/10.1016/j.talanta.2024.125949
Chen, B. J., Chen, C. M., & Huang, C. L. (2024). A Virtual 3D Chemistry Laboratory with an Enhanced AI Chatbot to Facilitate Learning Effectiveness. Proceedings - 2024 16th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2024, 64, 718–719. https://doi.org/10.1109/IIAI-AAI63651.2024.00151
Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-w
Elhag, A., Abri, A. M., & Fahmy Yousef, A. M. (2025). the Effect of Generative Ai Tools (Chatgpt, Gemini, Etc.) on Students’ Achievement and Their Motivation Towards Learning. Journal of Technology and Science Education, 15(3), 746–759. https://doi.org/10.3926/jotse.3410
Elyasova, J. (2024). The impact of molecular modeling and simulation technologies on students’ conceptual understanding in chemistry education. InterConf, 60(260), 49–54. https://doi.org/10.51582/interconf.19-20.08.2025.007
Esfandiari, R., & Allaf-Akbary, O. (2025). Assessing the impact of Microsoft Copilot and ChatGPT on EFL learners' interactional metadiscourse in argumentative writing. Innoeduca: International Journal of Technology and Educational Innovation, 11(1), 49–62. https://doi.org/10.24310/ijtei.111.2025.20896
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & López Menéses, E. (2024). Adoption of the Internet of Things in higher education: opportunities and challenges. Interactive Technology and Smart Education, 21(2), 292–307. https://doi.org/10.1108/ITSE-01-2023-0025
Fluker, J., Murray, M. C., & Gupta, J. (2025). Preparing for the future: An initial examination of Generative AI’s integration into Unified Communications through the lens of Microsoft Copilot in Teams. Issues in Informing Science and Information Technology, 22, 9. https://doi.org/10.28945/5514
Fuchs, K. (2024). Evaluating the academic utility of large language models: Google Gemini and ChatGPT in higher education contexts. Computers and Education Open, 6, 100175. https://doi.org/10.1016/j.caeo.2024.100175
Hallal, K., Hamdan, R., & Tlais, S. (2023). Exploring the potential of AI-Chatbots in organic chemistry: An assessment of ChatGPT and Bard. Computers and Education: Artificial Intelligence, 5(July), 100170. https://doi.org/10.1016/j.caeai.2023.100170
Harsini Shakarami, S. (2025). “ Integration of Artificial Intelligence in Organic Chemistry: Recent Advances, Applications, and Challenges.” International Journal of Modern Achievement in Science, Engineering and Technology (IJSET), 2(2), 130–139. https://doi.org/10.63053/ijset.88
He Li, & Elvira S. Balinas. (2025). The Impact of Generative Artificial Intelligence on University Information Literacy Education: A Systematic Review from Challenges to Changes. International Journal of Latest Technology in Engineering Management & Applied Science, 14(2), 25–38. https://doi.org/10.51583/ijltemas.2025.1402004
Imran, M., & Almusharraf, N. (2024). Google Gemini as a next generation AI educational tool: a review of emerging educational technology. Smart Learning Environments, 11(1), Artikel 22. https://doi.org/10.1186/s40561-024-00310-z
Iyamuremye, A., Niyonzima, F. N., Mukiza, J., Twagilimana, I., Nyirahabimana, P., Nsengimana, T., Habiyaremye, J. D., Habimana, O., & Nsabayezu, E. (2024). Utilization of artificial intelligence and machine learning in chemistry education: a critical review. Discover Education, 3(1). https://doi.org/10.1007/s44217-024-00197-5
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115
Kankeviciene, L., Gedviliene, G., & Supranaviciene, U. (2026). Integrating AI Tools Into Learning : A Study of Students ’ Attitudes in Universities , Colleges , and Vocational Institutions. 28(1), 1–17. European Journal of Open, Distance and E-Learning, 28(1): 5, 1–17. https://doi. org/10.65043/eurodl.165
Kasneci, E., Sesartic, K.,. (2023). ChatGPT for good? On the impacts of generative artificial intelligence in education. Education and Information Technologies, 28(5), 5427–5451. https://doi.org/10.1007/s10639-023-11640-3
Kuit, V. K., & Osman, K. (2021). Chembond3d e-module effectiveness in enhancing students’ knowledge of chemical bonding concept and visual-spatial skills. European Journal of Science and Mathematics Education, 9(4), 252–264. https://doi.org/10.30935/SCIMATH/11263
Lorenzo-Lledó, A., & García, B. A. (2025). Ai and Iot in Education: Training for Industry 5.0 and Skills Development in the 21St Century. Journal of Technology and Science Education, 15(3), 623–628. https://doi.org/10.3926/jotse.4119
Manik, D., Tanjung, Y. A., & Hartati, R. (2025). Integrating Perplexity AI into academic research: A study on research gap analysis and proposal development. Fonologi: Jurnal Bahasa dan Sastra, 3(4). https://doi.org/10.61132/fonologi.v3i4.2605
Marisa, M., Pertiwi, S., & Wahyuni, S. (2025). Utilization of Artificial Intelligence in Modern Education. Jurnal Teknologi Pendidikan, 2(4). https://doi.org/10.47134/jtp.v2i4.1933
Mendez, J. D. (2024). Student Perceptions of Artificial Intelligence Utility in the Introductory Chemistry Classroom. Journal of Chemical Education, 101(8). https://doi.org/10.1021/acs.jchemed.4c00075
Morbidoni, C., Mascitti, A., Sarra, A., Tonucci, L., & Coccia, F. (2026). Exploring the Potential of Using ChatGPT in Chemistry Education. Journal of Chemical Education, 103(1), 286–297. https://doi.org/10.1021/acs.jchemed.5c00854
Nguyen, N. D. (2023). Exploring the role of AI in education. London Journal of Social Sciences, 6, 84–95. https://doi.org/10.31039/ljss.2023.6.108
Osadcha, K., Szynkiewicz, J., & Chishti, M. S. (2024). Using Microsoft Copilot Chat in the work of IT educators: Pilot study. NIKT: Norsk IKT-konferanse for utdanning, (1). https://doi.org/10.5324/nikt.6202
Osadcha, K. P., & Osadcha, M. V. (2025). Experience of using the Perplexity AI-powered answering system for educational content generation. Information Technologies and Learning Tools, 105(1), 112–124. https://doi.org/10.33407/itlt.v105i1.5946
Rodafinos, A. (2025). The Integration of Generative AI Tools in Academic Writing: Implications for Student Research. Social Education Research, 250–258. https://doi.org/10.37256/ser.6220256517
Sakhiyya, Z., Trisanti, N., Affiliations, A., & Emails, A. (2025). The Students’ Perceptions of Artificial Intelligence (AI) in Higher Education: A Systematic Literature Review. Eltlt, 14, 182–195. https://proceeding.unnes.ac.id/eltlt
Santos, J. M., San Andres, T. C., Piad, K. C., Sharov, S., Santos, M. R. C., & Wider, W. (2026). Student integration of Artificial Intelligence (AI) tools in research: A framework-based analysis. International Journal of Information and Education Technology, 16(5), 1322–1336. https://doi.org/10.18178/ijiet.2026.16.5.2600
Sari, S. P., & Asmara, R. (2025). Pengaruh Perplexity Terhadap Pencarian Informasi Dalam Tugas Akademik Mahasiswa Perpustakaan dan Ilmu informasi Universitas Negeri Padang. Jurnal Pustaka AI (Pusat Akses Kajian Teknologi Artificial Intelligence), 5(1), 71–75. https://doi.org/10.55382/jurnalpustakaai.v5i1.946
Sayed, J. (2026). AI Enhanced Organic Chemistry: Emerging Tools and Computational Strategies. Global Trends in Science and Technology, 2(1), 36–52. https://doi.org/10.70445/gtst.2.1.2026.36-52
Sugiyono. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. Bandung: Alfabeta.
Supriyadi, E., & Pahmi, S. (2024). Exploring the potential of AI tools in education: A thematic analysis of Gemini.ai. Gema Wiralodra, 15(3). https://doi.org/10.31943/gw.v15i3.771
Tassoti, S. (2024). Assessment of Students Use of Generative Artificial Intelligence: Prompting Strategies and Prompt Engineering in Chemistry Education. Journal of Chemical Education, 101(6), 2475–2482. https://doi.org/10.1021/acs.jchemed.4c00212
Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00448-3
Yan, W., Nakajima, T., & Sawada, R. (2025). Beyond tool use: Tracking the evolution of generative AI literacy among university students through a process-oriented investigation. Computers and Education: Artificial Intelligence, 9(September), 100465. https://doi.org/10.1016/j.caeai.2025.100465
Yotov K, Gaftandzhieva S, Hadzhikolev E, Hadzhikoleva S and Gorgorova M (2026) AI in education through the learners’ eyes: practical experience, perceptions, and challenges. Front. Educ. 11:1717886. doi: 10.3389/feduc.2026.1717886
