Keywords:
Digital Project-Based Learning
Blended Learning
Artificial Intelligence
Critical Thinking

  • Abstract

    This study investigates the impact of a Digital Project-Based Blended Learning (DPBBL) framework, augmented with Artificial Intelligence (AI), on enhancing students' critical thinking and problem-solving abilities. A mixed-methods research design was employed, involving 72 students, who were randomly assigned to either an experimental group (n = 36) utilizing the AI-supported DPBBL framework or a control group (n = 36) engaged in traditional mixed learning methods. Pre-test and post-test assessments were conducted to measure the effectiveness of the intervention. The results indicated a statistically significant improvement in the experimental group, with a mean post-test score of 78.39 compared to the control group’s 73.89. The integration of AI in the DPBBL framework facilitated personalized feedback, adaptive learning pathways, and real-time analytics, which promoted deeper cognitive engagement and higher-order thinking. The findings suggest that the AI-enhanced DPBBL model effectively supports active learning, collaboration, and practical problem-solving skills. However, the study also identified areas for further improvement, such as fostering divergent thinking and reflective evaluation. This research contributes to the educational technology field by demonstrating the potential of AI-enhanced blended learning models to bridge the gap between theoretical knowledge and practical application, offering scalable solutions to contemporary educational challenges. Future research should explore the long-term effects and feasibility of large-scale implementation of this framework

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Copyright (c) 2024 Dydik Kurniawan, Siti Masitoh, Bachtiar Sjaiful Bachri

How to cite

Kurniawan, D., Masitoh, S., & Sjaiful Bachri , B. (2025). Integrating AI in Digital Project-Based Blended Learning to Enhance Critical Thinking and Problem-Solving Skills. Multidisciplinary Science Journal, (| Accepted Articles). Retrieved from https://malque.pub/ojs/index.php/msj/article/view/6884
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