The Implementation of ChatGPT-Assisted Problem-Based Learning to Enhance Student Learning Outcomes in Electrical Fundamentals
DOI:
https://doi.org/10.24036/vh38j390Keywords:
Problem-Based Learning (PBL), ChatGPT, Artificial Intelligence in Education, Vocational Education, Learning Outcomes, Electrical Engineering EducationAbstract
The integration of artificial intelligence (AI) tools into pedagogical models provides new opportunities to improve student learning, particularly in vocational education where practical competence is crucial. While AI applications such as ChatGPT are increasingly used in education, limited empirical evidence exists on their role in enhancing structured instructional models like Problem-Based Learning (PBL). This study addresses this gap by examining the effect of implementing PBL assisted by ChatGPT on student learning outcomes in the Basic Electricity course at SMK Negeri 5 Padang. A pre-experimental one-group pretest–posttest design was employed. The participants were 32 students of class X TITL 3 during the 2024/2025 academic year. Data were collected through pretests and posttests and analyzed using normalized gain scores and descriptive statistics to measure improvement and achievement levels. The results revealed a moderate increase in learning outcomes, with a normalized gain score of 0.39. Furthermore, 90% of students achieved the minimum competency criteria, while 10% had not yet reached the threshold. These findings demonstrate that PBL assisted by ChatGPT can effectively enhance students’ conceptual understanding and academic achievement in vocational electrical engineering education. This study contributes to the literature on technology-enhanced learning by providing empirical evidence of the effectiveness of AI-assisted PBL. The implications underscore the potential of integrating AI tools to support student-centered learning designs, improve engagement, and strengthen both conceptual and practical mastery in vocational education
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