TRANSFORMATION OF VOCATIONAL HIGH SCHOOL LEARNING THROUGH THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN THE PROJECT-BASED LEARNING (PJBL) MODEL

Edi Supandri, Fahrurrozi Fahrurrozi, Budi Dharmawan, Rijal Abdullah, Refdinal Refdinal

Abstract


The transformation of learning in Vocational High Schools (SMK) has become an urgent necessity in line with technological advancements and the demands of the industrial world in the era of the Industrial Revolution 4.0. This study aims to examine the transformation of SMK learning through the integration of Artificial Intelligence (AI) in the Project-Based Learning (PjBL) model. The method used is a qualitative approach with a type of research in the form of a literature study (library research), which reviews various scientific sources related to vocational learning, PjBL, and the utilization of AI in education. Data analysis was conducted using content analysis techniques to identify patterns and relationships among concepts. The results of the study indicate that SMK learning has competency-based characteristics, is oriented toward the world of work, and integrates theory and practice. The PjBL model has proven effective in enhancing student engagement, higher-order thinking skills (HOTS), as well as 21st-century skills such as critical thinking, creativity, communication, and collaboration. Meanwhile, AI plays a role in supporting adaptive learning through the personalization of materials, automated feedback, and learning data analysis. The integration of AI in PjBL can be implemented through the use of AI as a research tool, industrial work simulation, and data-based learning evaluation. In conclusion, the integration of AI in the PjBL model is an innovative strategy that can improve the quality of learning in SMK to become more contextual, adaptive, and relevant to industry needs. This transformation is important for producing graduates who are competent, innovative, and ready to face the challenges of the workforce in the digital era.

Keywords


Vocational High School, Artificial Intelligence, Project-Based Learning, Vocational Learning

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DOI: https://doi.org/10.33373/chypend.v12i1.9214

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