Efektivitas ChatGPT sebagai Asisten Belajar dalam Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Informatika: Systematic Literature Review
DOI:
https://doi.org/10.71094/vkj.v4i1.319Keywords:
ChatGPT, Learning Assistant, Learning Outcomes, Informatics Education, Systematic Literature ReviewAbstract
The development of generative artificial intelligence, particularly ChatGPT, has driven significant transformations in the world of education. Although various studies have examined the use of ChatGPT in learning, findings regarding the opportunities and challenges of its implementation are still scattered and require comprehensive synthesis. This study aims to identify, analyze, and synthesize empirical findings related to the opportunities and challenges of using ChatGPT in education through a Systematic Literature Review (SLR) approach based on the PRISMA 2020 guidelines. The literature search was conducted in five reputable international databases: Scopus, Web of Science, ScienceDirect, SpringerLink, and ERIC, with publications spanning January 2020 to December 2025. Of the 812 articles identified, 62 met the inclusion criteria and were analyzed in depth. The results of the study indicate that ChatGPT has the potential to enhance learning personalization, support self-directed learning, accelerate feedback provision, and increase academic productivity. However, challenges related to information accuracy, academic integrity, algorithmic bias, digital literacy, and ethical aspects remain major concerns. These findings provide a foundation for educators, researchers, and policymakers to optimize the effective and responsible use of ChatGPT in educational settings.
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Copyright (c) 2026 Ama Mansur, Muhamad Khalili Husni, Mochamad Safrudin, Heni Rochimah
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