Effectiveness of Using AI Chatbots as Interactive Tutors to Improve Personalized Learning and Learning Outcomes of Eighth-Grade Informatics Students
DOI:
10.29303/jppipa.v12i9.16076Published:
2026-09-30Downloads
Abstract
This study was motivated by the need for adaptive and personalized learning support for eighth-grade Informatics students at SMPN 1 Pasaman. This study aimed to examine the effectiveness of an AI chatbot as an interactive tutor in improving personalized learning and Informatics learning outcomes, both partially and simultaneously. A quantitative approach with a quasi-experimental method and a Non-Equivalent Control Group Design was employed. The sample consisted of 63 eighth-grade students, with 31 students in the experimental class receiving AI chatbot integration and 32 students in the control class receiving conventional CBL-based instruction. Data were collected through questionnaires and cognitive tests and analyzed using Multivariate Analysis of Covariance (MANCOVA) to control for pretest scores. The results showed significant partial effects on personalized learning (F = 47.879; p = 0.000), with the experimental group achieving a posttest mean of 66.03, an increase of 19.45 points. A significant partial effect was also found on cognitive learning outcomes (F = 6.248; p = 0.015), with a posttest mean of 81.29, an increase of 27.10 points. Simultaneously, AI chatbot use significantly affected both variables (Wilks’ Lambda = 0.476; F = 31.967; p = 0.000), with an effect contribution of 52.42%. These findings indicate that AI chatbots can serve as interactive tutors that provide adaptive cognitive scaffolding according to individual learning needs
Keywords:
Chatbot AI Informatics Interactive Tutor Learning Outcomes Personalized LearningReferences
Arikunto, S. (2021). Dasar-Dasar Evaluasi Pendidikan Edisi 3. Jakarta: Bumi Aksara.
Ayeni, O. O., Al Hamad, N. M., Chisom, O. N., Osawaru, B., & Adewusi, O. E. (2024). AI in education: A review of personalized learning and educational technology. GSC Advanced Research and Reviews, 18(2), 261–271. https://doi.org/10.30574/gscarr.2024.18.2.0062
Azzura, S., & Sartono. (2025). Analisis Pengaruh Penggunaan Chatbot Berbasis AI terhadap Pemahaman Materi Pada Mahasiswa Universitas Negeri Padang. Jurnal Pendidikan Transformatif (JPT), 4(3), 154–166. https://doi.org/10.9000/jupetra.v4i3.2175
Dharmawan, A. Z., Sumiati, A., & ... (2025). Pengaruh Penggunaan Chatbot Ai Dalam Pembelajaran Akuntansi Terhadap Hasil Belajar Siswa Dengan Motivasi Belajar Sebagai Variabel Moderasi Pada Siswa Smk Negeri Jakarta Pusat. Didaktik: Jurnal Ilmiah, 11(3), 217–228. Retrieved from http://journal.stkipsubang.ac.id/index.php/didaktik/article/download/7192/4485
Field, A. (2013). Discovering Statistics using IBM SPSS Statistics. In Discovering Statistics using IBM SPSS Statistics (5th ed.). SAGE Publications. https://doi.org/10.1016/B978-012691360-6/50012-4
Følstad, A., & Brandtzæg, P. B. (2017). Chatbots and the new world of HCI. Interactions, 24(4), 38–42. https://doi.org/10.1145/3085558
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education promises and implications for teaching and learning. Center for Curriculum Redesign. Retrieved from https://discovery.ucl.ac.uk/id/eprint/10139722/
Hutauruk, B. S., Ambarita, P. D. E., & Dhillon, B. P. S. (2025). The Impact of Chatbot-Driven Artificial Intelligence in Improving Students’ Vocabulary. In Akademika (Vol. 14, Number 01). Akademika. https://doi.org/10.34005/ak.v14i01.4305
Jalmur, N. (2016). Media dan sumber pembelajaran. Jakarta: Kencana.
Juanta, P., Fa, F., Alexa, H., Andrian, D., & Nababan, V. S. (2024). Analisis pengaruh penggunaan chatbot sebagai asisten pembelajaran AI terhadap motivasi belajar siswa. Jurnal Inovasi Pendidikan Sains Dan Terapan (INTERN), 3(1), 23–29. https://doi.org/10.58466/intern.v3i1.1557
Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education. UCL Knowledge Lab. Retrieved from https://discovery.ucl.ac.uk/id/eprint/1475756/
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34(2), 155–167. https://doi.org/10.1016/j.edurev.2021.100394
Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued progress: Promising evidence on personalized learning. Rand Corporation. https://eric.ed.gov/?id=ED571009
Piaget, J. (1973). To Understanding To Invent Future Education. Grossman Publishers.
Riyadi, S., Budiyanto, E., Hastuti, H., & Nofriansyah, N. (2025). Pemanfaatan chatbot AI untuk meningkatkan kemandirian belajar siswa: Systematic literature review. Research and Development Journal of Education, 11(2), 1106–1114. Retrieved from https://www.journal.lppmunindra.ac.id/index.php/RDJE/article/view/25003
Saifullah, S. (2024). Integrating AI chatbot into learning: Effects on personalized learning and motivation. DE Journal of Education. https://doi.org/10.56667/dejournal.v5i2.1605
Sutriyana, Naim, M., Hasnita, Taro, D., Hasran, Hanafi, J., & Zamri. (2024). Efektivitas Pemanfaatan Chatbot Ai Sebagai Asisten Pembelajaran Dalam Meningkatkan Kemandirian Dan Hasil Belajar Siswa Kelas Viii Di Smp Negeri 1 Baraka. Jurnal Sultra Elementary School, 6(4), 1503–1515. https://doi.org/10.64690/jses.v6i4.546
UNESCO. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organisation. Retrieved from https://www.unesco.org/en/articles/ai-and-education-guidance-policy-makers
Vitriani, V., & others. (2025). Efektivitas Penggunaan Chatbot AI sebagai Media Pembelajaran Interaktif terhadap Keterampilan Logika Pemrograman Siswa SMK Kelas 12 TKJ. EduTeach: Jurnal Edukasi Dan Teknologi Pembelajaran, 6(01), 26–32. https://doi.org/10.37859/eduteach.v6i01.8308
Vorobyeva, K. I., Belous, S., Savchenko, N. V, Smirnova, L. M., Nikitina, S. A., & Zhdanov, S. P. (2025). Personalized Learning through AI: Pedagogical Approaches and Critical Insights. Contemporary Educational Technology, 17(2). Retrieved from https://eric.ed.gov/?id=EJ1470011
Vygotsky, L. S. (2021). Thought and Language. Journal of Cognitive Development, 37(1), 12–28. https://doi.org/10.1037/dev0001001
License
Copyright (c) 2026 Rika Permata Sari, Ulfia Rahmi, Septriyan Anugrah, Rahmi Pratiwi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
