IMPLEMENTASI PEMBELAJARAN MENDALAM MELALUI PROJECT-BASED LEARNING YANG DIDUKUNG AI-BASED MICROLEARNING TERHADAP HASIL BELAJAR TEKNIK KOMPUTER DAN JARINGAN PADA MATERI SERANGAN SIBER KELAS XI SMK MUHAMMADIYAH 1 PEKANBARU
Abstract
This study was motivated by the low learning outcomes of students in the cyberattack topic in the 11th-grade Computer and Network Engineering (TKJ) class at SMK Muhammadiyah 1 Pekanbaru. This study aimed to describe the implementation of Deep Learning through the Project-Based Learning (PjBL) model supported by AI-Based Microlearning and to analyze changes in students’ learning outcomes after the implementation of the learning approach. The study employed a quantitative approach using a pre-experimental method with a One Group Pretest-Posttest Design. The participants consisted of 25 students from the 11th-grade TKJ class. Data were collected through learning outcome tests, product assessments, presentation assessments, and documentation. The data were analyzed using normality tests, the Paired Sample t-Test, N-Gain, and effect size analysis using Cohen’s d. AI-Based Microlearning was used as conceptual reinforcement by presenting concise learning materials on the types, characteristics, impacts, and prevention of cyberattacks before students conducted case analyses, participated in group discussions, and completed projects in the form of educational posters and presentations. The product assessment score for the posters was 88.3%, while the presentation assessment score was 90.3%, both categorized as very good. These scores reflected students’ achievement in project activities and were not used as the sole indicators of the overall implementation of the learning process. The mean learning outcome score increased from 61.46 in the pretest to 83.39 in the posttest. The Paired Sample t-Test showed a significant difference between the pretest and posttest scores (p < 0.001). The mean N-Gain score was 0.569, categorized as moderate, while Cohen’s d of 1.43 indicated a large effect size. These findings indicate that the implementation of Deep Learning through PjBL supported by AI-Based Microlearning was associated with improved student learning outcomes; however, the improvement cannot be fully attributed to the intervention because the study did not employ a control group. The integration of these three approaches may serve as an alternative strategy for contextual and problem-solving-oriented learning in Computer and Network Engineering. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada materi serangan siber di kelas XI Teknik Komputer dan Jaringan (TKJ) SMK Muhammadiyah 1 Pekanbaru. Penelitian ini bertujuan untuk mendeskripsikan implementasi Pembelajaran Mendalam melalui model Project-Based Learning (PjBL) berbantuan AI-Based Microlearning serta menganalisis perubahan hasil belajar peserta didik setelah penerapan pembelajaran tersebut. Penelitian menggunakan pendekatan kuantitatif dengan metode pra-eksperimen dan desain One Group Pretest-Posttest Design. Subjek penelitian berjumlah 25 peserta didik kelas XI TKJ. Data dikumpulkan melalui tes hasil belajar, penilaian produk, penilaian presentasi, dan dokumentasi. Data dianalisis menggunakan uji normalitas, Paired Sample t-Test, N-Gain, dan ukuran efek menggunakan Cohen’s d. AI-Based Microlearning digunakan sebagai penguatan konsep dengan menyajikan materi singkat mengenai jenis, karakteristik, dampak, dan pencegahan serangan siber sebelum peserta didik melakukan analisis kasus, diskusi kelompok, serta menyelesaikan proyek berupa poster edukasi dan presentasi. Hasil penilaian produk poster sebesar 88,3% dan presentasi sebesar 90,3%, keduanya berkategori sangat baik. Kedua hasil tersebut menggambarkan capaian peserta didik dalam aktivitas proyek dan tidak digunakan sebagai satu-satunya indikator keterlaksanaan keseluruhan pembelajaran. Rata-rata hasil belajar meningkat dari 61,46 pada pretest menjadi 83,39 pada posttest. Hasil Paired Sample t-Test menunjukkan perbedaan yang signifikan antara skor pretest dan posttest (p < 0,001). Nilai rata-rata N-Gain sebesar 0,569 berada pada kategori sedang, sedangkan Cohen’s d sebesar 1,43 menunjukkan ukuran efek yang besar. Temuan ini menunjukkan bahwa penerapan Pembelajaran Mendalam melalui PjBL berbantuan AI-Based Microlearning berkaitan dengan peningkatan hasil belajar peserta didik; namun, peningkatan tersebut belum dapat sepenuhnya diatribusikan pada perlakuan karena penelitian tidak menggunakan kelompok kontrol. Integrasi ketiga pendekatan tersebut dapat menjadi alternatif strategi pembelajaran TKJ yang kontekstual dan berorientasi pada pemecahan masalah.
