Better Research Proposals Thanks to AI? Evaluation the Effectiveness of Modern Project Learning

  • Yunita Wardianti Universitas PGRI Silampari
  • Dian Samitra
Keywords: Artificial Intelligence (AI), Biology Education Students, Research Proposal, Project-Based Learning

Abstract

Improving the quality of research proposals is a challenge in Biology education at the tertiary level. Integrating project-based learning with artificial intelligence (AI) support offers an innovative approach to strengthening students’ proposal writing skills. This study aimed to determine the effect of AI-assisted project-based learning on the ability to write research proposals of Biology Education students. This study used a pretest-posttest quasi-experiment design with a control group. Two classes of Biology Education students were purposively selected. The experimental class applied AI-assisted project learning, while the control class used conventional methods. Data were collected through the assessment of the research proposal rubric and analyzed by t-test to assess the difference between the scores of the control class and experimental classes’ scores. The results showed that the average research proposal score of the experimental class increased significantly compared to the control class. The improvement includes aspects of structure, background, literature review, methodology, and quality of argument. The research results show that the average score of the experimental class proposal writing ability of 86.2 is greater than that of the control class proposal writing ability of 78.7. The results also show that the Sig. 0.0001 is smaller than 0.05, meaning that AI-assisted project-based learning affects the ability to write research proposals. This finding indicates that AI effectively supports students in designing and writing better research proposals.

References

[1] A. Rastri, Y. S. Rezeki, U. Salam, D. Riyanti, and S. Surmiyati, “An Analysis of Students’ Problems in Writing a Research Proposal,” Acitya J. Teach. Educ., vol. 5, no. 1, pp. 57–71, 2023, doi: 10.30650/ajte.v5i1.3479.
[2] E. Sanganyado, W. N. Nunu, and S. Sanganyado, “Towards a framework for embedding doctorateness in research proposals,” Innov. Educ. Teach. Int., vol. 60, no. 6, pp. 930–940, Nov. 2023, doi: 10.1080/14703297.2022.2124186.
[3] N. N. Padmadewi, L. P. Artini, N. M. Ratminingsih, I. P. A. Suhardiana, A. Zamzam, and P. A. K. Juniarta, “Designing project-based learning in research proposal writing: Its effect, problems, and scaffolding utilized,” Stud. English Lang. Educ., vol. 10, no. 2, pp. 841–862, May 2023, doi: 10.24815/siele.v10i2.27408.
[4] O. K. Akram, D. J. Franco, and A. Lee, “Undergraduate and graduate students’ challenges: A qualitative study with ONDAS framework across multiple disciplines and innovative research methodologies,” Qual. Rep., vol. 28, no. 10, pp. 2887–2915, Oct. 2023, doi: 10.46743/2160-3715/2023.6679.
[5] S. E. Wahyuni and N. Inayati, “The Problems of Generating Ideas Faced by English Language Students in Research Proposal Writing,” PIONEER J. Lang. Lit., vol. 12, no. 2, p. 88, 2020, doi: 10.36841/pioneer.v12i2.633.
[6] N. Suryatiningsih, “EFL students’ difficulties in writing a research proposal,” Int. J. Humanit. Innov., vol. 2, no. 4, pp. 96–102, 2019, doi: 10.33750/ijhi.v2i4.49.
[7] M. A. Almulla, “The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning,” SAGE Open, vol. 10, no. 3, 2020, doi: 10.1177/2158244020938702.
[8] W. Sumarni and S. Kadarwati, “Ethno-stem project-based learning: Its impact to critical and creative thinking skills,” J. Pendidik. IPA Indones., vol. 9, no. 1, pp. 11–21, 2020, doi: 10.15294/jpii.v9i1.21754.
[9] M. M. Marghany, “Using artificial intelligence-based instruction to develop EFL higher education students’ essay writing skills,” CDELT Occas. Pap. Dev. English Educ., vol. 82, no. 1, pp. 219–240, 2023, doi: 10.21608/opde.2023.313623.
[10] D. N. Boote and P. Beile, “Scholars before researchers: On the centrality of the dissertation literature review in research preparation,” Educ. Res., vol. 34, no. 6, pp. 3–15, Aug. 2005, doi: 10.3102/0013189X034006003.
[11] J. W. Creswell and J. D. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches. California: SAGE Publications, Inc., 2018.
[12] I. N. Suwandi, “Project-Based Learning Combined With Whatsapp Application To Develop Students’ Writing Skills,” Int. J. Soc. Sci., vol. 1, no. 1, pp. 37–42, 2021.
[13] H. Yu, “Retracted: Enhancing creative cognition through project-based learning: An in-depth scholarly exploration,” Heliyon, vol. 10, no. 6, p. e27706, Mar. 2024, doi: 10.1016/j.heliyon.2024.e27706.
[14] J. Peng, B. Yuan, M. Sun, M. Jiang, and M. Wang, “Computer-based scaffolding for sustainable project-based learning: Impact on high- and low-achieving students,” Sustainability, vol. 14, no. 19, p. 12907, Oct. 2022, doi: 10.3390/su141912907.
[15] N. Hakimah, “Assessing the Impact of Project-Based Learning on Students’ Writing Skills: A Pre-Experimental Study,” Acitya J. Teach. Educ., vol. 5, no. 2, pp. 434–448, 2023, doi: 10.30650/ajte.v5i2.3723.
[16] V. N. . Sari, S. Suwandi, and Sumarwati, “The impact of interactive multimedia incorporating local cultural content and project-based learning on Junior High School Student writing skills,” Res. J. Adv. Humanit., vol. 5, no. 3, Sep. 2024, doi: 10.58256/910yme05.
[17] F. . Aifatin, “Project-Based Learning to Enhance Students’ Creative Thinking Skill on Language Learning,” Linguist. J. Linguist. Lang. Teach., vol. 9, no. 2, p. 260, Dec. 2023, doi: 10.29300/ling.v9i2.3854.
[18] S. Suteja and D. Setiawan, “Students’ Critical Thinking and Writing Skills in Project-Based Learning,” Int. J. Educ. Qual. Quant. Res., vol. 1, no. 1, pp. 16–22, 2022, doi: 10.58418/ijeqqr.v1i1.5.
[19] G. . Garcia, G. E. R. M. . Huali, M. N. . Cristobal, and B. R. . Moreno, “The mpact of project-based teaching on technological development and critical thinking skills in higher education students,” Evol. Stud. imaginative Cult., pp. 771–781, Oct. 2024, doi: 10.70082/esiculture.vi.1906.
[20] N. Rehman, W. Zhang, A. Mahmood, M. Z. Fareed, and S. Batool, “Fostering twenty-first century skills among primary school students through math project-based learning,” Humanit. Soc. Sci. Commun., vol. 10, no. 1, p. 424, Jul. 2023, doi: 10.1057/s41599-023-01914-5.
[21] Y. I. Sari, Sumarmi, D. H. Utomo, and I. K. Astina, “The Effect of Problem Based Learning on Problem Solving and Scientific Writing Skills,” Int. J. Instr., vol. 14, no. 2, pp. 11–26, 2021, doi: 10.29333/iji.2021.1422a.
[22] K. Kaharuddin, “Assessing the effect of using artificial intelligence on the writing skill of Indonesian learners of English,” Linguist. Cult. Rev., vol. 5, no. 1, pp. 288–304, 2021, doi: 10.21744/lingcure.v5n1.1555.
[23] T. Miller, “Explanation in artificial intelligence: Insights from the social sciences,” Artif. Intell., vol. 267, pp. 1–38, 2019, doi: 10.1016/j.artint.2018.07.007.
[24] Y. Zheng, Y. Pan, Z. Zhang, and Y. Chen, “The application of artificial intelligence technology in improving the quality of teaching and learning in computer education,” Appl. Math. Nonlinear Sci., vol. 9, no. 1, Jan. 2024, doi: 10.2478/amns-2024-2395.
[25] R. A. Prayudi, A. K. Hakiki, N. R. D. Putra, T. O. Anzka, and M. T. Ihsan, “the Use of Technology in English Teaching & Learning Process,” J. Ris. dan Inov. Pembelajaran, vol. 1, no. 2, pp. 102–111, 2021, doi: 10.51574/jrip.v1i2.38.
[26] M. Ahmed, M. Siddique, and Y. Tahira, “Impact of artificial intelligence-based writing assistant on the academic writing skills of university faculty in Pakistan,” Int. J. Hum. Soc., vol. 4, no. 1, pp. 539–545, 2024.
[27] M. Syahnaz and R. Fithriani, “Utilizing artificial intelligence-based paraphrasing tool in EFL writing class: A focus on Indonesian university students’ perceptions,” Scope J. English Lang. Teach., vol. 7, no. 2, p. 210, 2023, doi: 10.30998/scope.v7i2.14882.
[28] N. A. . Rahman, L. . Zulkornain, and N. . Hamzah, “Exploring artificial intelligence using automated writing evaluation for writing skills,” in International virtual colloquium on multi-diciplinary research impact (3rd series), MEE 2.0 iIternational Conference of Logistics and Transportation (ICLT2022) Best Western i-City Shah Alam, Slangor, Malaysia, 2022, vol. 7, no. SI9, pp. 547–553, doi: 10.21834/ebpj.v7isi9.4304.
[29] X. Shen and M. F. Teng, “Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing,” Think. Ski. Creat., vol. 52, p. 101524, Jun. 2024, doi: 10.1016/j.tsc.2024.101524.
[30] M. Yamin and O. Purwati, “Enhacing critical writing towords undergraduate students in conducting research,” Arab Word English J., vol. 11, no. 2, pp. 142–153, 2020.
[31] M. M. Msambwa, Z. Wen, and K. Daniel, “The impact of AI on the personal and collaborative learning environments in higher education,” Eur. J. Educ., vol. 60, no. 1, Mar. 2025, doi: 10.1111/ejed.12909.
[32] S. Gao, “Can artificial intelligence give a hand to open and distributed learning? A probe into the state of undergraduate students’ academic emotions and test anxiety in learning via ChatGPT,” Int. Rev. Res. Open Distrib. Learn., vol. 25, no. 3, pp. 199–218, Aug. 2024, doi: 10.19173/irrodl.v25i3.7742.
[33] R. Zheng, H. Xu, M. Wang, and J. Lu, “The impact of artificial general intelligence-assisted project-based learning on students’ higher order thinking and self-efficacy,” IEEE Trans. Learn. Technol., vol. 17, pp. 2153–2160, 2024, doi: 10.1109/TLT.2024.3488086.
[34] S. A. Athaluri, S. V. Manthena, V. S. R. K. M. Kesapragada, V. Yarlagadda, T. Dave, and R. T. S. Duddumpudi, “Exploring the Boundaries of Reality: Investigating the Phenomenon of Artificial Intelligence Hallucination in Scientific Writing Through ChatGPT References,” Cureus, vol. 15, no. 4, 2023, doi: 10.7759/cureus.37432.
[35] S. H. Cady, J. G. Willing, and D. A. Cady, “The AI imperative: On becoming quintessentially human,” J. Appl. Behav. Sci., vol. 60, no. 4, pp. 721–731, Dec. 2024, doi: 10.1177/00218863241284310.
[36] D. Ifenthaler et al., “Artificial intelligence in education: Implications for policymakers, researchers, and practitioners,” Technol. Knowl. Learn., vol. 29, no. 4, pp. 1693–1710, Dec. 2024, doi: 10.1007/s10758-024-09747-0.
[37] A. Nguyen, H. N. Ngo, Y. Hong, B. Dang, and B.-P. T. Nguyen, “Ethical principles for artificial intelligence in education,” Educ. Inf. Technol., vol. 28, no. 4, pp. 4221–4241, Apr. 2023, doi: 10.1007/s10639-022-11316-w.
[38] W. Zhang, Y. Guan, and Z. Hu, “The efficacy of project-based learning in enhancing computational thinking among students: A meta-analysis of 31 experiments and quasi-experiments,” Educ. Inf. Technol., vol. 29, no. 11, pp. 14513–14545, Aug. 2024, doi: 10.1007/s10639-023-12392-2.
[39] C. Wang, “Exploring Students’ Generative AI-Assisted Writing Processes: Perceptions and Experiences from Native and Nonnative English Speakers,” Technol. Knowl. Learn., May 2024, doi: 10.1007/s10758-024-09744-3.
[40] A. M. Canonigo, “Levering AI to enhance students’ conceptual understanding and confidence in mathematics,” J. Comput. Assist. Learn., vol. 40, no. 6, pp. 3215–3229, Dec. 2024, doi: 10.1111/jcal.13065.
[41] K. Chen, A. C. Tallant, and I. Selig, “Exploring generative AI literacy in higher education: student adoption, interaction, evaluation and ethical perceptions,” Inf. Learn. Sci., vol. 126, no. 1/2, pp. 132–148, Feb. 2025, doi: 10.1108/ILS-10-2023-0160.
[42] C. Chauhan and G. Currie, “The impact of generative artificial intelligence on the external review of scientific manuscripts and editorial peer review processes,” Am. J. Pathol., vol. 194, no. 10, pp. 1802–1806, Oct. 2024, doi: 10.1016/j.ajpath.2024.08.002.
[43] C. K. Tiwari, M. A. Bhat, S. T. Khan, R. Subramaniam, and M. A. I. Khan, “What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT,” Interact. Technol. Smart Educ., vol. 21, no. 3, pp. 333–355, Jul. 2024, doi: 10.1108/ITSE-04-2023-0061.
[44] I. Pesovski, R. Santos, R. Henriques, and V. Trajkovik, “Generative AI for customizable learning experiences,” Sustainability, vol. 16, no. 7, p. 3034, Apr. 2024, doi: 10.3390/su16073034.
[45] L. Kristy, Armitage, and R. Jonathan, “Can you help me? Using others to offload cognition,” Mem. Cognit., vol. 53, no. 3, pp. 946–959, Apr. 2025, doi: 10.3758/s13421-024-01621-9.
[46] G. Sorkos, C. Hajisoteriou, and P. Angelides, “Students’ agency for critical interculturalism: from intercultural responsibility to informal leadership,” Oxford Rev. Educ., vol. 51, no. 1, pp. 109–128, Jan. 2025, doi: 10.1080/03054985.2023.2296091.
[47] C. Vieira, A. J. Magana, A. Roy, and M. Falk, “Providing students with agency to self-scaffold in a computational science and engineering course,” J. Comput. High. Educ., vol. 33, no. 2, pp. 328–366, Aug. 2021, doi: 10.1007/s12528-020-09267-7.
[48] Z. Hossain, M. S. Biswas, and G. Khan, “AI literacy of library and information science students: A study of Bangladesh, India and Pakistan,” J. Librariansh. Inf. Sci., Jan. 2025, doi: 10.1177/09610006241309323.
[49] D.-O. Won, Y. K. Shin, H.-J. Kim, and I. W. Yoo, “Advancing language assessment with GPT: Is it nonnative-language friendly?,” Lang. Assess. Q., vol. 22, no. 1, pp. 1–28, Jan. 2025, doi: 10.1080/15434303.2024.2444349.
[50] S. Shailendra, R. Kadel, and A. Sharma, “Framework for adoption of Generative Artificial Intelligence (GenAI) in education,” IEEE Trans. Educ., vol. 67, no. 5, pp. 777–785, Oct. 2024, doi: 10.1109/TE.2024.3432101.
[51] R. Mosayebi, “Juridical Empowerment,” Ethical Theory Moral Pract., vol. 26, no. 2, pp. 237–254, Apr. 2023, doi: 10.1007/s10677-022-10295-8.
[52] H. . Rad, J. Alipour, A. Jafarpour, and M. Hashemian, “Crafting with AI: personalized pathways to boost critical language awareness and spark creativity in writing through digital adaptive learning,” Lang. Aware., pp. 1–27, Nov. 2024, doi: 10.1080/09658416.2024.2431071.
[53] J. Steiss et al., “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learn. Instr., vol. 91, p. 101894, Jun. 2024, doi: 10.1016/j.learninstruc.2024.101894.
[54] B. Dinger, S.-E. Byun, and J. Park, “Integrating AI into curricula: project-based learning in digital entrepreneurship,” Int. J. Fash. Des. Technol. Educ., pp. 1–10, Dec. 2024, doi: 10.1080/17543266.2024.2438170.
[55] R. E. Cummings, S. M. Monroe, and M. Watkins, “Generative AI in first-year writing: An early analysis of affordances, limitations, and a framework for the future,” Comput. Compos., vol. 71, p. 102827, Mar. 2024, doi: 10.1016/j.compcom.2024.102827.
[56] L. I. Ruiz-Rojas, L. Salvador-Ullauri, and P. Acosta-Vargas, “Collaborative working and critical thinking: Adoption of Generative Artificial Intelligence tools in higher education,” Sustainability, vol. 16, no. 13, p. 5367, Jun. 2024, doi: 10.3390/su16135367.
[57] C. Zhai, S. Wibowo, and L. D. Li, “The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: a systematic review,” Smart Learn. Environ., vol. 11, no. 1, p. 28, Jun. 2024, doi: 10.1186/s40561-024-00316-7.
[58] R. M. Davison et al., “The ethics of using generative AI for qualitative data analysis,” Inf. Syst. J., vol. 34, no. 5, pp. 1433–1439, Sep. 2024, doi: 10.1111/isj.12504.
[59] J. Peter, Denning, and J. Arquilla, “The context problem in artificial intelligence,” Commun. ACM, vol. 65, no. 12, pp. 18–21, Dec. 2022, doi: 10.1145/3567605.
[60] F. S. Aljabr and A. A. M. H. Al-Ahdal, “Ethical and pedagogical implications of AI in language education: An empirical study at Ha’il University,” Acta Psychol. (Amst)., vol. 251, p. 104605, Nov. 2024, doi: 10.1016/j.actpsy.2024.104605.
[61] M. Saritepeci and H. Durak, “Effectiveness of artificial intelligence integration in design-based learning on design thinking mindset, creative and reflective thinking skills: An experimental study,” Educ. Inf. Technol., vol. 29, no. 18, pp. 25175–25209, Dec. 2024, doi: 10.1007/s10639-024-12829-2.
Published
2025-10-16
How to Cite
[1]
Y. Wardianti and D. Samitra, “Better Research Proposals Thanks to AI? Evaluation the Effectiveness of Modern Project Learning”, Jor. Eva. Edu, vol. 6, no. 4, Oct. 2025.
Section
Articles