The Effect of Project-Based Learning and Self-Directed Learning Models on Critical Thinking Skills in Economics Learning through the Use of Artificial Intelligence as a Mediating Variable among Generation Z Students
Keywords:
Project-Based Learning, Self-Directed Learning, Critical Thinking Skills, Artificial Intelligence
Abstract
This study aims to obtain broader knowledge and understanding of the effect of project-based learning, self-directed learning, and critical thinking skills through the use of artificial intelligence (AI) among Generation Z students. The method used in this study is quantitative research with a descriptive research type. The population consisted of Generation Z students from the Department of Economics, Faculty of Economics and Business, Universitas Negeri Makassar, totaling 1,225 respondents. The sample used in this study consisted of 124 respondents. The data analysis technique used was Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that project-based learning has a significant effect on critical thinking skills. Self-directed learning has a significant effect on critical thinking skills. Project-based learning has a significant effect on the use of artificial intelligence. Self-directed learning has a significant effect on the use of artificial intelligence. Artificial intelligence has a significant effect on critical thinking skills. Artificial intelligence mediates the effect of project-based learning on critical thinking skills. Artificial intelligence also mediates the effect of self-directed learning on critical thinking skills.
References
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Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020b). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(May), 101586. https://doi.org/10.1016/j.ijer.2020.101586
Hair, J. F., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLSSEM using confirmatory composite analysis. Journal of Business Research, 109(December 2019), 3(2), 101–110. https://doi.org/10.1016/j.jbusres.2019.11.069
Hassani, H., & Silva, E. S. (2023). The Role of ChatGPT in Data Science: How AI-Assisted Conversational Interfaces Are Revolutionizing the Field. Big Data and Cognitive Computing, 7(2), 62. https://doi.org/10.3390/bdcc7020062
Hwang., H. S., Zhu, L. C., & Cui., Q. (2023). Development and Validation of a Digital Literacy Scale in the Artificial Intelligence Era for College Students. KSII Transactions on Internet and Information System, 17(8), 1976–7277. https://doi.org/10.3837/tiis.2023.08.016
Imjai, N., Nui-Suk, C., Usman, B., Somwethee, P., & Aujirapongpan, S. (2024). The influence of AI competency and design thinking skills on innovative entrepreneurial competency: The role of strategic intelligence amongst new age entrepreneurs in Thailand. International Journal of Information Management Data Insights, https://doi.org/10.1016/j.jjimei.2024.100301
John H. Young., & Allison P. Legister. (2018). Project - Based Leaning in International Financial Management. Journal of Teaching in International Business, 29(1), 76-87. https://doi.org/10.1080/08975930.20181455943
Knap‑Stefaniuk, A., & Ambrozová, E. (2021). Critical Thinking – the BasicCompetency for Leadership in the 21st century. Perspektywy Kultury, 33(2), 137–152. https://doi.org/10.35765/pk.2021.3302.10
Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artificial Intelligence‐written research papers and the ethics of the large language models in scholarly publishing. Journal of the Association for Information Science and Technology, 74(5), 570–581. https://doi.org/10.1002/asi.24750
Long, D., Blunt, T., & Magerko, B. (2021). Co-designing AI literacy exhibits for informal learning spaces. Proceedings of the ACM on Human-Computer Interaction, 5(2), 2656–4691. https://doi.org/10.1145/3476034
Markova, A., K. (2014). School Children's Self Education. Soviet Psychology, 28(6),43-56. https://doi.org/10.2753/RPO106-0405280643
Michel Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9), 856–860. https://doi.org/10.3390/educsci13090856
Moti, Frank., & Abigail Barzilai. (2010). Integrating alternative assessment in a project-based learning course for pre-service science and technology techers. Assesment & Evaluation in Higher Education, 29(1), 41-61. https://doi.org/10.1080/0260293042000160401
Murat, Genc. (2015). The project-based learning approach in environmental education. International Research in Geographical and Environmental Education, 24(2), 105-117. https://doi.org/10.1080/10382046.2014.993169
Moravec, V., Hynek, N., Gavurova, B., & Rigelsky, M. (2024). Who uses it and for what purpose? The role of digital literacy in ChatGPT adoption and utilisation. Journal of Innovation and Knowledge, 9(4), 16–22. https://doi.org/10.1016/j.jik.2024.100602
Narmaditya, B. S., Sahid, S., & Hussin, M. (2024). The linkage between lecturer competencies and students economic behavior: The mediating role of digital and economic literacy. Social Sciences and Humanities Open, 10(May), 100971. https://doi.org/10.1016/j.ssaho.2024.100971
Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the Implications of Generative Artificial Journalism & Mass Communication EducatorIntelligence for Journalism and Media Education. Journalism & Mass Communication Educator, 78(1), 84–93. https://doi.org/10.1177/10776958221149577
Pradana, M., Elisa, H. P., & Syarifuddin, S. (2023). Discussing ChatGPT in education: A literature review and bibliometric analysis. Cogent Education, 10(2), 2243134. https://doi.org/10.1080/2331186X.2023. 2243134
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Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber Physical Systems, 6(3), 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003
Rice, S., Crouse, S. R., Winter, S. R., & Rice, C. (2024). The advantages and limitations of using ChatGPT to enhance technological research. Technology in Society, 22(76), 40–48. https://doi.org/10.2139/ssrn.4416080
Rajam, V., Reddy, A. B., & Banerjee, S. (2021). Explaining caste-based digital divide in India. Telematics and Informatics, 65(13), 21–37. https://doi.org/10.1016/j.tele.2021.101719
Rodríguez-Garciá, J. D., Moreno-León, J., Román-González, M., & Robles, G. (2021). Evaluation of an Online Intervention to Teach Artificial Intelligence with LearningML to 10-16-Year-Old Students. SIGCSE 2021-Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, 177 183. https://doi.org/101145/3408877.3432393
Surameery, N. M. S., & Shakor, M. Y. (2023). Use chat gpt to solve programming bugs. International Journal of Information Technology & Computer Engineering, 3(1), 17–22. https://doi.org/10.55529/ijitc.31.17.22
Ariyatun, A. (2021). Analysis of ethno-STEM integrated project based learning on students’ critical and creative thinking skills. Journal of Educational Chemistry (JEC), 3(1), 35–44. https://doi.org/10.21580/jec.2021.3.1.6574
Bytyqi, B. (2021). Project-Based Learning: a Teaching Approach Where Learning Comes Alive. Journal of Teaching English for Specific and Academic Purposes, 9(4), 775– 777. https://doi.org/10.22190/JTESAP2104775B
Calavia, M. B., Blanco, T., Casas, R., & Dieste, B. (2023). Making design thinking for education sustainable: Training preservice teachers to address practice challenges. Thinking Skills and Creativity, 47(December 2021). https://doi.org/10.1016/j.tsc.2022.101199
Caprara, G. V., Barbaranelli, C., & Pastorelli, C. (2023). Enhancing Self-Efficacy through Active Learning Methods: The Case of Project-Based Learning. Journal of Educational Psychology, 115(3), 512-527.
Chang, Y., Lee, S., Wong, S. F., & Jeong, S.-P. (2022). AI- powered learning application use and gratification: An integrative model. Information Technology & People, 35(7), 2115–2139. https://doi.org/10.1108/ITP-09-2020-0632
Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based Learning: a Literature Review. Mdrc : Building Knowledge to Improve Social Policy, P-12 Education, 2. https://www.mdrc.org/publication/project-based-learning
Dias, M., & Brantley-Dias, L. (2017). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1721
Dupri, Nazirun, N., & Candra, O. (2021). Creative Thinking Learning of PhysicalEducation: Can Be Enhanced Using Discovery Learning Model? Journal Sport Area, 6(1), 37–47. https://doi.org/10.25299/sportarea.2021.vol6(1).5690
Dominguez-Salazar, K., & Ward, K. L. (2020). Response to impact of students’ strengths, critical thinking skills and disposition on academic success in the first year of a pharmd program. American Journal of Pharmaceutical Education, 84(2), 287–289. https://doi.org/10.5688/ajpe7760
Elsa Mentz & Sukie Van Zyl. (2018). The Impact of cooperative learning on self-direct learning abilities in the computer applications technology class. international Journal of Lifelong Education, 37(4), 482-494. https://doi.org/10.1080/02601370.2018.1513426
Fernandes, G., Tassari, G., Rocha, L., Santos, J. M. R. C. A., Ferreira, L. M. D. F., Ribeiro, P., & O’Sullivan, D. (2024). Overcoming the ‘use misfit’ of project management practices in collaborative research, development and innovation. Project Leadership and Society, 5(February). https://doi.org/10.1016/j.plas.2024.100137
Ferreira, M., Tavares, W. M., Ferreira, D. M. G., Araújo, I. M., Silva Filho, O. L. da, & Carneiro, T. C. J. (2023). Psychometric properties of a physical self-efficacy perception scale in the light of cognitive social theory. Social Sciences and Humanities Open, 7(1), 100423. https://doi.org/10.1016/j.ssaho.2023.100423
Fontanelli, G. A., Sofia, A., Fusco, S., Grazioso, S., & Di Gironimo, G. (2024). Preliminary architecture design for human-in-the-loop control of robotic equipment in remote handling tasks: Case study on the NEFERTARI project. Fusion Engineering and Design, 206(July), 0–5. https://doi.org/10.1016/j.fusengdes.2024.114586
Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant’s impact on English language learners. Computers and Education: Artificial Intelligence, 3(2), 12–18. https://doi.org/10.1016/j.caeai.2022.100055
Ge, J., & Lai, J. C. (2023). Artificial Intelligence-based text generator in hepatology: ChatGPT is just the beginning. Hepatology Communication. Hepatology Communication, 7(4), 1–14. https://doi.org/101097/HC9.0000000000000097
Gill, S. S., Xu, M., Patros, P., & Etal. (2024). Transformative effects of ChatGPT on modern education: Emerging Era of AI Chatbots. Internet of Things and Cyber-Physical Systems, https://doi.org/10.1016/j.iotcps.2023.06.002
Grace Legget., & Ingrid Harrington. (2021). The Impact of Project Based Learning (PBL) on students from low socio economic statutes: a review. International Journal of Inclusive Education, 25(11), 1270-1286. https://doi.org/10.1080/13603116.2019.1609101
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020b). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(May), 101586. https://doi.org/10.1016/j.ijer.2020.101586
Hair, J. F., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLSSEM using confirmatory composite analysis. Journal of Business Research, 109(December 2019), 3(2), 101–110. https://doi.org/10.1016/j.jbusres.2019.11.069
Hassani, H., & Silva, E. S. (2023). The Role of ChatGPT in Data Science: How AI-Assisted Conversational Interfaces Are Revolutionizing the Field. Big Data and Cognitive Computing, 7(2), 62. https://doi.org/10.3390/bdcc7020062
Hwang., H. S., Zhu, L. C., & Cui., Q. (2023). Development and Validation of a Digital Literacy Scale in the Artificial Intelligence Era for College Students. KSII Transactions on Internet and Information System, 17(8), 1976–7277. https://doi.org/10.3837/tiis.2023.08.016
Imjai, N., Nui-Suk, C., Usman, B., Somwethee, P., & Aujirapongpan, S. (2024). The influence of AI competency and design thinking skills on innovative entrepreneurial competency: The role of strategic intelligence amongst new age entrepreneurs in Thailand. International Journal of Information Management Data Insights, https://doi.org/10.1016/j.jjimei.2024.100301
John H. Young., & Allison P. Legister. (2018). Project - Based Leaning in International Financial Management. Journal of Teaching in International Business, 29(1), 76-87. https://doi.org/10.1080/08975930.20181455943
Knap‑Stefaniuk, A., & Ambrozová, E. (2021). Critical Thinking – the BasicCompetency for Leadership in the 21st century. Perspektywy Kultury, 33(2), 137–152. https://doi.org/10.35765/pk.2021.3302.10
Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artificial Intelligence‐written research papers and the ethics of the large language models in scholarly publishing. Journal of the Association for Information Science and Technology, 74(5), 570–581. https://doi.org/10.1002/asi.24750
Long, D., Blunt, T., & Magerko, B. (2021). Co-designing AI literacy exhibits for informal learning spaces. Proceedings of the ACM on Human-Computer Interaction, 5(2), 2656–4691. https://doi.org/10.1145/3476034
Markova, A., K. (2014). School Children's Self Education. Soviet Psychology, 28(6),43-56. https://doi.org/10.2753/RPO106-0405280643
Michel Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9), 856–860. https://doi.org/10.3390/educsci13090856
Moti, Frank., & Abigail Barzilai. (2010). Integrating alternative assessment in a project-based learning course for pre-service science and technology techers. Assesment & Evaluation in Higher Education, 29(1), 41-61. https://doi.org/10.1080/0260293042000160401
Murat, Genc. (2015). The project-based learning approach in environmental education. International Research in Geographical and Environmental Education, 24(2), 105-117. https://doi.org/10.1080/10382046.2014.993169
Moravec, V., Hynek, N., Gavurova, B., & Rigelsky, M. (2024). Who uses it and for what purpose? The role of digital literacy in ChatGPT adoption and utilisation. Journal of Innovation and Knowledge, 9(4), 16–22. https://doi.org/10.1016/j.jik.2024.100602
Narmaditya, B. S., Sahid, S., & Hussin, M. (2024). The linkage between lecturer competencies and students economic behavior: The mediating role of digital and economic literacy. Social Sciences and Humanities Open, 10(May), 100971. https://doi.org/10.1016/j.ssaho.2024.100971
Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the Implications of Generative Artificial Journalism & Mass Communication EducatorIntelligence for Journalism and Media Education. Journalism & Mass Communication Educator, 78(1), 84–93. https://doi.org/10.1177/10776958221149577
Pradana, M., Elisa, H. P., & Syarifuddin, S. (2023). Discussing ChatGPT in education: A literature review and bibliometric analysis. Cogent Education, 10(2), 2243134. https://doi.org/10.1080/2331186X.2023. 2243134
Pérez-Mercado, R., Balderas, A., Muñoz, A., Cabrera, J. F., Palomo-Duarte, M., & Dodero, J. M. (2023). ChatbotSQL: Conversational agent to support relational database query language https://doi.org/10.1016/j.softx.2023.101346 learning. SoftwareX, 22.
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber Physical Systems, 6(3), 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003
Rice, S., Crouse, S. R., Winter, S. R., & Rice, C. (2024). The advantages and limitations of using ChatGPT to enhance technological research. Technology in Society, 22(76), 40–48. https://doi.org/10.2139/ssrn.4416080
Rajam, V., Reddy, A. B., & Banerjee, S. (2021). Explaining caste-based digital divide in India. Telematics and Informatics, 65(13), 21–37. https://doi.org/10.1016/j.tele.2021.101719
Rodríguez-Garciá, J. D., Moreno-León, J., Román-González, M., & Robles, G. (2021). Evaluation of an Online Intervention to Teach Artificial Intelligence with LearningML to 10-16-Year-Old Students. SIGCSE 2021-Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, 177 183. https://doi.org/101145/3408877.3432393
Surameery, N. M. S., & Shakor, M. Y. (2023). Use chat gpt to solve programming bugs. International Journal of Information Technology & Computer Engineering, 3(1), 17–22. https://doi.org/10.55529/ijitc.31.17.22
Published
2026-07-21
How to Cite
Idris, M. S., Ahmad, M. I. S., Nur Arisah, Muhammad Ilyas Thamrin Tahir, & Nurwahida. (2026). The Effect of Project-Based Learning and Self-Directed Learning Models on Critical Thinking Skills in Economics Learning through the Use of Artificial Intelligence as a Mediating Variable among Generation Z Students . International Journal of Economics, Business and Innovation Research, 5(04), 4705-4722. https://doi.org/10.63922/ijebir.v5i04.5213
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