Implementation Of Project Based Learning Assisted By Artificial Intellligence in Learning Planning Lectures for PAI Students Of UIN Maulana Malik Ibrahim Malang
Abstract
The integration of Artificial Intelligence (AI) into the Learning Planning course provides opportunities to support prospective teachers in developing learning planning tools more effectively, creatively, reflectively, and adaptively. In this course, AI was utilized as a learning support tool to generate instructional ideas, formulate learning objectives, develop the Effective Weeks Plan (RPE), Annual Program (PROTA), Semester Program (PROSEM), Learning Objectives Flow (ATP), teaching modules, instructional media, and assessment instruments, as well as to improve the language and organization of learning planning documents. This study aimed to describe the implementation of AI-assisted Project-Based Learning (PjBL) in the Learning Planning course and to explore students’ responses, experiences, challenges, and reflections throughout the learning process. A qualitative approach was employed involving 63 Islamic Education students from Classes C and G. Data were collected through closed-ended and open-ended questionnaires, observations, and documentation, and analyzed using the Miles and Huberman interactive model. The findings revealed that AI-assisted PjBL helped students understand the stages of developing learning planning tools, generate and elaborate instructional ideas, improve the quality of their designs, and participate more actively in project-based activities. AI facilitated idea exploration and the development of initial drafts; however, its outputs required critical review, verification, contextual adaptation, and revision to ensure alignment with students’ characteristics and learning objectives. The findings also indicate that meaningful AI integration requires self-awareness, intellectual curiosity, and critical, creative, reflective, and adaptive thinking. Therefore, AI should function as a learning support system that strengthens pedagogical competence, reflective decision-making, and academic responsibility.
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