Project-Based Learning in the Digital Era: The Role of Self-Directed Learning and Artificial Intelligence Utilization by Students in Optimizing Learning in the Business Administration Department of Politeknik Negeri Semarang

Eva Purnamasari; Rifah Dwi Astuti utama; Sri Wahyuni; Sandi Supaya; Ana Putri Nastiti

doi:10.63922/ijebir.v5i04.3620

Eva Purnamasari Business Administration Department, Politeknik Negeri Semarang, Indonesia
Rifah Dwi Astuti utama Business Administration Department, Politeknik Negeri Semarang, Indonesia
Sri Wahyuni Business Administration Department, Politeknik Negeri Semarang, Indonesia
Sandi Supaya Business Administration Department, Politeknik Negeri Semarang, Indonesia
Ana Putri Nastiti Business Administration Department, Politeknik Negeri Semarang, Indonesia

DOI: https://doi.org/10.63922/ijebir.v5i04.3620

Keywords: Project-Based Learning, Self-Directed Learning, Artificial Intelligence, Digital Learning, Vocational Education

Abstract

The rapid advancement of digital technology has driven significant transformation in higher education, particularly through the adoption of Project-Based Learning (PBL). The effectiveness of PBL in the digital era is substantially shaped by students' levels of self-directed learning and their utilization of Artificial Intelligence (AI) as a learning support tool. This study aims to analyze the influence of self-directed learning and AI utilization on the optimization of project-based learning among students in the Business Administration Department of Politeknik Negeri Semarang. Using a quantitative approach with a survey method, data were collected from 100 students who had participated in PBL-based courses. The data were analyzed using multiple linear regression with SPSS. Results indicate that both self-directed learning and AI utilization, simultaneously and partially, exert a positive and significant influence on PBL optimization. Self-directed learning proved to be the most dominant factor, demonstrating that students' ability to plan, monitor, and evaluate their own learning process is critical to PBL success. AI utilization functions as a supporting tool that enhances efficiency, productivity, and access to information in learning. This study provides important implications for the development of adaptive PBL strategies, emphasizing the reinforcement of self-directed learning and the critical, ethical use of AI in vocational education contexts.

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