Volume 07 Issue 09 September 2024
1Dessy Riski, 2Apri Nuryanto
1,2Yogyakarta State University, Indonesia
DOI : https://doi.org/10.47191/ijsshr/v7-i09-18Google Scholar Download Pdf
ABSTRACT
The development of artificial intelligence (AI) technology has had a significant impact on various sectors, including education. The implementation of AI in the learning process is expected to improve the quality of student learning outcomes. AIbased learning offers various potentials to personalize learning, provide faster and more accurate feedback, and increase student motivation. However, the limited research on the effectiveness of AI in the context of vocational education, especially in the field of machining, prompted this study. This study used a quasi-experimental design with a pretest-posttest nonequivalent control group design. This research was conducted in two schools, namely State Vocational High School 2 Depok-Sleman and State Vocational High School 2 Yogyakarta. The subjects of this research of students in class X of Mechanical Engineering, each school will be randomly divided into two groups, namely the experimental group and the control group. The experimental group is a class that receives Artificial Intelligence-based learning and the control group is a class that receives conventional learning. The population in this study was 252 students. The sampling technique used cluster random sampling technique and obtained a research sample of 144 students. The research instruments used include pre-test or initial ability test, post-test or final test, and student response questionnaire. And additional data again using observation during the implementation of learning. The data obtained were analyzed using analysis of variance test (one-way ANOVA), Paired Sample t-Test test and Independent Sample tTest test. The results showed that (1) In the Independent Sample t-Test test, the significance level was 0.001, which means that there is a significant difference in the average value between the experimental group and the control group on the final learning outcomes. Students who received AI-based learning obtained an average post-test score of 81.18 while students who received conventional learning obtained an average post-test score of 76.26. (2) the results of the student response questionnaire showed that the majority of students in the experimental group gave a positive response to AI-based learning by obtaining an average percentage value for the metacognition aspect of 89% and the aspect of student activeness of 96%, they felt more motivated, easier to understand the material, and more active in the learning process using artificial intelligence.
KEYWORDS:Artificial Intelligence-Based Learning, Learning Outcomes, Vocational High School In Mechanical Engineering, Learning Effectiveness and Modern Technology.
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