The Effect of Artificial Intelligence-Based Project-Based Learning (PjBL) on Student Motivation and Literacy Skills

Abstract

This study aims to examine the effect of implementing an Artificial Intelligence (AI)-based Project Based Learning (PjBL) model on the learning motivation and writing literacy skills of vocational high school students. The background of this study is the low level of learning motivation and writing skills influenced by the dominance of conventional learning methods, particularly lectures and assignments, which make students passive and less actively involved in learning activities. The method used is a quasi-experimental design with a Nonequivalent Control Group. The research subjects consist of 60 students from class XI of SMK Plus Al Mujahidi, divided into 30 students from class XI AKL as the experimental group and 30 students from class XI BDP as the control group. The experimental group received treatment using an AI-based PjBL model, while the control group used conventional methods. The research instruments consisted of a learning motivation questionnaire and an essay writing test, both of which had been tested for validity and reliability. Data analysis was performed using an Independent Sample t-test after the data was declared to meet the normality and homogeneity tests. The results of the study showed a significant difference between the experimental class and the control class. In terms of learning motivation, the t-value was 17.672 with a significance level of 0.000 and an average difference of 19.83 points. Regarding essay writing ability, the t-value was 7.714 with a significance level of 0.000 and an average difference of 9.80 points. Overall, students in the experimental class experienced a higher increase compared to the control group, thus proving that the AI-based PjBL model is more effective in enhancing learning motivation and writing literacy.

Keywords: Artificial Intelligence-Based Project-Based Learning (PjBL) Model, learning motivation, writing literacy