Integration Of Ai Technology In Digital Marketing Learning To Increase Innovation And Student Learning Independence
Keywords:
Artificial Intelligence, Project-Based Learning, Digital Marketing, Innovation, elf-Regulated Learning, Vocational Education, Classroom Action ResearchAbstract
The rapid evolution of the digital economy demands that vocational education cultivate not only technical proficiency but also 21st-century competencies such as innovation and self-regulated learning (SRL). Yet, many Indonesian vocational schools continue to employ teacher-cantered, theoretical approaches that fail to bridge the “application gap” in Digital Marketing education. This study investigates the impact of integrating generative Artificial Intelligence (AI) tools within a Project-Based Learning (PBL) framework on students’ innovation and SRL. Conducted as a Classroom Action Research (CAR) using the Kemmis & McTaggart model, the intervention was implemented over two iterative cycles with 131 students from the Retail Business program at SMKN 1 Pemulutan. Data were collected through validated rubrics, 13-item SRL questionnaire (α = 0.82), systematic observations, and project artifacts. Findings reveal a significant improvement: average innovation scores rose from 58% (pre-intervention) to 85% (post-Cycle II), with 81% of students achieving “Good” or higher. SRL scores increased by 31.8% (from 52.4% to 84.2%), and 80% of students consistently demonstrated autonomous behaviours. Qualitative analysis indicates that AI functioned as a cognitive partner that accelerated ideation, while PBL provided an authentic context for critical evaluation and creative synthesis. The study demonstrates that the synergistic integration of AI and PjBL effectively fosters both technical and dispositional competencies in vocational settings. It contributes empirical evidence to the emerging discourse on human-AI co-creativity in Global South education and offers a scalable, low-cost pedagogical model for AI-enhanced vocational teaching.
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