Ridho Dedy Arief Budiman, Herman Dwi Surjono, Wagiran, Muhamad Firdaus, Tuti Kurniati, Vindo Feladi, Dini Oktarika, Muhammad Hakiki, Arisman Sabir, Tri Wiyoko, Abdul Kadir, Mustofa Abi Hamid, Radinal Fadli
This study evaluates the effectiveness of Artificial Intelligence (AI)-driven assessments in enhancing learning evaluation through predictive technology in vocational secondary schools. Using a quasi-experimental design, the study involved two groups: an experimental group (n = 100) that used AI-driven assessments and a control group (n = 100) with traditional methods. Both groups took pre-tests and post-tests to measure knowledge changes, along with surveys and observations to assess engagement and satisfaction. The experimental group showed significantly higher post-test scores (85.6% vs. 76.4%), indicating improved performance. Additionally, 89.25% of students in the experimental group re-ported greater engagement. 90.20% of the students expressed high satisfaction with the assessment process, rating their experience as very satisfying. Observational data confirmed a more active learning environment in the experimental group. The findings suggest that AI-driven assessments provide more efficient and adaptive evaluations, enhancing both learning outcomes and student engagement, with real-time feedback supporting continuous improvement. © 2025 by the authors.
Department of Technology and Vocational Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Faculty of Mathematics, Science and Technology, Universitas PGRI Pontianak, Pontianak, Indonesia; Faculty of Teacher Training and Education, Universitas Muhammadiyah Pontianak, Pontianak, Indonesia; Faculty of Engineering, Universitas Negeri Surabaya, Surabaya, Indonesia; Department of Civic Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Education, Universitas Jambi, Jambi, Indonesia; Faculty of Education and Psychology, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia; Department of Information Technology Education, Universitas Lampung, Lampung, Indonesia
