Electronic Theses and Dissertation

Tasya Salsabila. (2025). Peningkatan Hasil Belajar melalui Model Problem Based Learning (PBL) berbantuan AI Generatif pada Materi Bilangan Berpangkat di Kelas VIII SMP. [Skripsi. Universitas Syiah Kuala]. Di bawah bimbingan Prof. Dr. Mailizar, S.Pd., M.Ed dan Mukhlis Hidayat, S.Pd., M.Kom.

Hasil belajar peserta didik pada mata pelajaran matematika masih tergolong rendah. Hal tersebut disebabkan oleh model pembelajaran yang kurang menarik, rendahnya motivasi belajar serta media pembelajaran yang tidak memadai. Salah satu solusi yang dapat dilakukan adalah menerapkan model pembelajaran Problem Based Learning (PBL) berbantuan AI generatif (ChatGPT) guna meningkatkan hasil belajar peserta didik. Tujuan penelitian ini adalah untuk mengetahui apakah peningkatan hasil belajar peserta didik yang menggunakan model Problem Based Learning (PBL) berbantuan AI generatif lebih tinggi daripada hasil belajar peserta didik yang menggunakan pembelajaran konvensional pada materi bilangan berpangkat. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis quasi experiment dan desain non-equivalent pretest and posttest control group design. Populasi penelitian ialah seluruh peserta didik kelas VIII SMP Negeri 15 Banda Aceh tahun ajaran 2025/2026, dengan sampel dipilih menggunakan teknik cluster random sampling. Instrumen penelitian berupa soal tes hasil belajar (pretest dan posttest) yang telah divalidasi oleh ahli. Hasil penelitian menunjukkan bahwa peningkatan hasil belajar peserta didik yang menggunakan model Problem Based Learning berbantuan AI generatif lebih tinggi daripada peningkatan hasil belajar peserta didik yang menggunakan model konvensional pada materi bilangan berpangkat di kelas VIII SMP, dengan nilai t_hitung≥t_tabel yaitu 3,13>1,67 pada taraf signifikan 0,05. Dengan demikian, dapat disimpulkan bahwa peningkatan hasil belajar peserta didik kelas eksperimen lebih tinggi dibandingkan peserta didik kelas kontrol pada materi bilangan berpangkat di kelas VIII SMP.
Kata Kunci: Problem Based Learning, AI Generatif, ChatGPT, Hasil Belajar, Bilangan Berpangkat.

Tasya Salsabila. (2025). Improvement of Learning Outcomes Through the AI Generative Assisted Problem Based Learning (PBL) Model in Exponential Numbers Material in Grade VIII Junior High School [Undergraduate Thesis. Universitas Syiah Kuala]. Supervised by Prof. Dr. Mailizar, S.Pd., M.Ed. and Mukhlis Hidayat, S.Pd., M.Kom. Student learning outcomes in mathematics remain relatively low. This is due to unengaging teaching methods, low motivation to learn, and inadequate learning materials. One possible solution is to implement a Problem-Based Learning (PBL) model assisted by generative AI (ChatGPT) to improve student learning outcomes. The purpose of this study is to determine whether the improvement in learning outcomes of students using the Problem-Based Learning (PBL) model assisted by generative AI is higher than that of students using conventional learning methods on the topic of powers. This study employs a quantitative approach using a quasi-experimental design, specifically a non-equivalent pretest-posttest control group design. The study population consists of all eighth-grade students at SMP Negeri 15 Banda Aceh for the 2025/2026 academic year, with the sample selected using cluster random sampling. The research instruments consist of validated learning outcome tests (pretest and posttest) reviewed by experts. The results of the study indicate that the improvement in student learning outcomes using the Problem-Based Learning model assisted by generative AI is higher than the improvement in student learning outcomes using the conventional model on the topic of powers in 7th-grade junior high school, with a calculated t-value ≥ table t-value, i.e., 3.13 > 1.67 at a significance level of 0.05. The results of the study indicate that the improvement in student learning outcomes using the Problem-Based Learning model aided by generative AI is higher than that of students using the conventional model for the topic of powers in 8th-grade junior high school, with a calculated t-value ≥ the critical t-value (3.13 > 1.67) at a significance level of 0.05. Thus, it can be concluded that the improvement in learning outcomes for students in the experimental class is higher than that of students in the control class on the topic of powers in eighth-grade junior high school. Keywords: Problem Based Learning, AI Generative, ChatGPT, Learning Outcomes, Exponential Number