Effects of STEM Based Project Based Learning Assisted by Artificial Intelligence on Cognitive Learning Outcomes and Creative Thinking Skills

Abstract

Low cognitive learning outcomes and creative thinking skills among students in science learning have been associated with instructional processes that remain dominated by conventional methods and discovery learning, resulting in suboptimal student engagement. This study aimed to examine the effect of an Artificial Intelligence (AI)-assisted, STEM-based Project-Based Learning (PjBL) model on the cognitive learning outcomes and creative thinking skills of seventh-grade students at SMPN 1 Samarinda. A quasi-experimental method with a pretest–posttest control group design was employed. Data were collected using tests of cognitive learning outcomes and creative thinking skills and were analyzed through hypothesis testing. The results showed that the experimental class achieved 100% mastery in cognitive learning outcomes, compared with 32% in the control class. Regarding creative thinking skills, the experimental class achieved 68%, while the control class achieved 22%. Hypothesis testing yielded a significance value of 0.000 < 0.05, indicating a significant effect of the AI-assisted, STEM-based PjBL model on the measured outcomes. These findings indicate that the model was effective in improving students’ cognitive learning outcomes and creative thinking skills in learning about interactions among living organisms. The study contributes to the development of technology-enhanced science learning by integrating STEM and AI approaches to support more active, creative, and 21st-century skills-oriented learning.