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TRUVACE RECORD VERSION
record: TRV-2026-2341
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-11-03T00:02:24.065112Z
status: published
lens: g_space
sector: education
headline: PENGEMBANGAN COURSE TERINTEGRASI AI BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PENERAPAN PROSEDUR DAN PEMECAHAN MASALAH SISWA SMP
dek: ABSTRACT Informatics education requires instructional designs that connect conceptual understanding with procedural application and contextual problem-solving. This study aimed to develop an Artificial Intelligence (AI)-integrated course based on Problem-Based Learning (PBL) to support these two competencies among junior high school students. The product was developed using the Moodle platform by combining digital learning materials, problem-based activities, and AI support in the form of explanations and learni…
gain_title: Junior high students using the AI-integrated problem-based course raised procedural scores from 58.40 to 82.60 and problem-solving scores from 56.80 to 83.10, more than the control group's gains.
problem_title: (none)
trace_subject: (none)
gain_reading: Junior high students using the AI-integrated problem-based course raised procedural scores from 58.40 to 82.60 and problem-solving scores from 56.80 to 83.10, more than the control group's gains.
gain_evidence: the experimental group's mean score increased from 58.40 to 82.60, whereas the control group's mean score increased from 57.90 to 70.30 | the experimental group's mean score increased from 56.80 to 83.10, while the control group's mean score rose from 57.20 to 71.40
problem_reading: (none)
problem_evidence: (none)
quick_read: Researchers built an Informatics course on the Moodle platform that mixed digital materials, problem-based activities, and AI support that gave explanations and summaries of learning material. It was aimed at junior high students and at linking concepts with procedures and real-world problems.

The results suggest the design may help students learn computational thinking, but the evidence is only descriptive so far. The authors state that statistical effectiveness still has to be confirmed, so it is unclear whether the gap would hold up in formal testing or in other schools.
limitation: The authors report only descriptive improvement and say the course's statistical effectiveness must still be confirmed through inferential testing.
tag: Evidence-backed gain
key_points: The course combined Moodle-based materials, problem-based activities, and AI explanations and summaries. | A needs analysis of 113 students found 23% for decomposition, 50% for pattern recognition, 35% for abstraction, and 44% for algorithms. | The experimental and control groups each had 34 students and took pretests and posttests. | Contextual problem-solving rose from 56.80 to 83.10 in the experimental group versus 57.20 to 71.40 in the control group.
rundown: The study aimed to support two competencies among junior high students: applying procedures in computational thinking and solving contextual problems. The product was developed on Moodle, with AI offering explanations and summaries of learning material.

Before development, the team ran a needs analysis with 113 students. It measured four computational thinking skills, with results of 23% for decomposition, 50% for pattern recognition, 35% for abstraction, and 44% for algorithms.

For evaluation, 34 students were in the experimental group and 34 in the control group. In procedural application, the experimental group improved by about 24 points and the control group by about 12 points, a descriptive comparison.
sources:
- peer_reviewed | EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan | https://doi.org/10.51878/educator.v6i4.16479 | 2026-11-02
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