Development of an Artificial Intelligence-Assisted Project-Based Learning Model in Economics Learning at Generasi Bintang Senior High School Bitung
DOI:
https://doi.org/10.55927/jeda.v5i2.19Keywords:
Artificial Intelligence, Project-Based Learning, Economics Education, Higher-Order Thinking Skills, 21st-Century Learning.Abstract
The rapid development of digital technology and the demands of 21st-century education require innovative learning models that promote higher-order thinking skills, creativity, collaboration, and digital literacy. However, economics learning at the senior high school level is still predominantly theoretical and has not optimally integrated technology to support active and contextual learning. Therefore, this study aimed to develop an Artificial Intelligence-assisted Project-Based Learning (AI-PjBL) model for economics learning at Generasi Bintang Senior High School Bitung. The research participants involved senior high school students, while data were collected through interviews, questionnaires, observations, expert validation sheets, and learning achievement tests. The results indicated that the developed AI-PjBL model achieved a high level of validity, with an average expert validation score of 89%, categorized as highly valid. The practicality test results showed positive responses from both teachers and students, with average practicality scores of 91% and 87.6%, respectively, indicating that the model was highly practical for classroom implementation. Furthermore, the effectiveness test demonstrated that the experimental group achieved higher posttest scores and N-Gain values compared to the control group.
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