Efektivitas Asisten Virtual AI dalam Meningkatkan Kemandirian Belajar Siswa SMA pada Pembelajaran Berbasis Digital

Abstract

The rapid growth of digital learning environments highlights the need for instructional strategies that can enhance students’ independent learning skills, particularly at the senior high school level. One emerging innovation is the use of artificial intelligence (AI)–based virtual assistants as learning companions in digital classrooms. This study aims to examine the effectiveness of AI virtual assistants in improving senior high school students’ learning independence within a digital learning context. A quantitative approach with a quasi-experimental two-group pretest–posttest design was employed. The participants consisted of 60 senior high school students divided into an experimental group and a control group. Data were collected using a learning independence questionnaire that had been tested for validity and reliability. Inferential statistical analysis was applied to compare changes in learning independence between the two groups. The results indicate that students who participated in digital learning supported by an AI virtual assistant demonstrated a significantly greater improvement in learning independence than those who learned without AI assistance. These findings suggest that AI virtual assistants can effectively support students in planning, monitoring, and evaluating their learning processes. Therefore, integrating AI virtual assistants into digital learning environments represents a promising approach to fostering independent learning skills among senior high school students.