A Critical Analysis of AI from the Perspective of the Philosophy of Science among Grade X Students at SMA Don Bosco Padang

Abstract

Artificial intelligence (AI) facilitates access to information in education, increasing the importance of critically evaluating claims and their underlying assumptions. This study examined Grade 10 students’ ability to distinguish facts, opinions, and values in AI-related information at SMA Don Bosco Padang from a philosophy of science perspective. A descriptive quantitative approach was employed involving 33 students. Data were collected through a 15-item written test comprising five items each for fact, opinion, and value identification. Descriptive analysis examined frequencies, percentages of correct responses, score distributions, and classification error patterns. Across 495 responses, 337 were correct and 158 were incorrect, yielding an overall accuracy of 68.08%. Accuracy was highest for opinion identification (76.36%), followed by fact identification (67.88%) and value identification (60.00%). Value identification presented the greatest difficulty, with an error rate of 40.00%. These findings reveal descriptive differences in students’ classification performance, particularly their greater difficulty recognizing values within AI-related information. From a philosophy of science perspective, the results underscore the relevance of epistemology for evaluating evidence and the justification of claims, alongside axiology for recognizing ethical considerations. The study provides contextual evidence to inform AI literacy instruction that integrates information verification, critical reasoning, and ethical reflection to support responsible technology use.