Implementation of Project-Based Learning (PjBL) through AI-assisted comic creation
Abstract
The History of Islamic Civilization is complex subject matter that requires an in-depth strategy to understand. This study aims to describe the implementation of project-based learning (PjBL) in teaching the History of Islamic Civilization through Artificial Intelligence (AI)-assisted comic creation. PjBL is a learning model that involves a comprehensive learning experience, in which students are asked to determine a topic, develop a project according to a timeline, and present and evaluate their work. This research employs a qualitative case study approach. The research subjects were Social Studies Education students enrolled in a single class of the History of Islamic Civilization course. Data were collected through observation of PjBL implementation, documentation of learning outcomes to determine the success of the learning process, and interviews to capture students' responses to the project process. The findings show that PjBL implementation was carried out through six stages. The first stage was helping to determine the discussion topic. The second was designing the comic project. The third was determining the implementation timeline. The fourth was monitoring project development with the lecturer. The fifth was assessing the project outcome through presentation. The sixth was evaluation and reflection. AI was used by students to search for topic references, search for the key points to be discussed in the comic, and create the comic's visuals. The findings indicate that mastery of prompting is required to produce comic visuals that match the desired outcomes and the needs of the project. Anachronism and historical distortion need to be evaluated to determine the accuracy of AI-generated visual output. The limitation of this study lies in the limited scope of AI use for history learning, confined to a single course and a single institution. Further research is expected to expand the impact of AI on PjBL in terms of creativity of use as well as more structured measurement of students' digital literacy.
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