Problem-Based Learning Supported by Artificial Intelligence: An Empirical Study of Its Effects on Problem-Solving Skills and Student Learning Outcomes in Two Indonesian Higher Education Institutions

Rusman Zaenal Abidin; Maman Fathurrohman; Aan Hendrayana

doi:10.55927/jiph.v5i3.20

Authors

Rusman Zaenal Abidin Doctoral Program in Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia
Maman Fathurrohman Doctoral Program in Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia
Aan Hendrayana Doctoral Program in Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia

DOI:

https://doi.org/10.55927/jiph.v5i3.20

Keywords:

Problem-Based Learning; Artificial Intelligence; Problem-Solving Skills; Learning Outcomes; Higher Education.

Abstract

The integration of artificial intelligence into higher education has created new opportunities to enhance problem-based learning, particularly in developing-country contexts where empirical evidence remains limited. This study aimed to examine the effects of AI-supported Problem-Based Learning on students’ problem-solving skills and learning outcomes in two Indonesian higher education institutions. A quasi-experimental non-equivalent control group design was employed involving 120 undergraduate students from Al Khairiyah University and Serang Raya University. Data were collected using validated tests and questionnaires and analyzed through independent-samples t-tests and two-way ANOVA. The findings showed that students in the PBL-AI group achieved significantly higher gains in problem-solving skills and learning outcomes than those in conventional learning. These results support the pedagogical value of AI-enhanced PBL for improving higher education learning quality.

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