Bridging AI-Assisted Learning and Conceptual Mastery in Genetic Engineering 11 With Active Science Through Responsible AI (Astra) Model

This study examined the effectiveness of the Active Science Through Responsible AI (ASTRA) Model in enhancing Grade 11 students’ conceptual mastery and responsible use of artificial intelligence in science learning. The model addresses the growing misuse of AI tools as shortcuts by promoting critical and ethical engagement through five cyclical phases: Assess, Search, Triangulate, Reflect, and Apply. Anchored on Piaget’s Cognitive Constructivism and Vygotsky’s Social Constructivism, ASTRA integrates Responsible AI Use (RAIU) as the core driver of cognitive and social learning. Using an action research design, the study involved 26 Grade 11 students from J.V. Ferriols National High School during the first semester of SY 2025–2026. Data were gathered through diagnostic tests, pre- and post-assessments, formative tasks, and an RAIU survey, analyzed using Repeated Measures ANOVA, T-Test, Correlation, and Regression. Results revealed significant improvements in Cognitive and Social Constructive Learning, with RAIU emerging as a strong predictor of learning outcomes. The study concludes that ASTRA effectively fosters critical thinking, collaboration, and ethical AI use in science education. It is recommended that the model be integrated into the curriculum and supported through teacher training and institutional initiatives for responsible AI-enhanced learning.