AI-Supported Project-Based Learning in Informatics Education: Strengthening Computational Thinking and Digital Literacy Among Students at Hafshawaty Zainul Hasan University

Abstract

The rapid adoption of generative artificial intelligence (GenAI) in programming courses creates opportunities for personalized feedback, code explanation, debugging support, and idea generation, but it can also encourage dependency and weaken students’ ownership of problem solving. This study develops an AI-Augmented Project-Based Learning (AI-PjBL) model for Informatics learning at Universitas Hafshawaty Zainul Hasan with computational thinking and digital literacy as its principal learning outcomes. The study employed an applied integrative literature review and pedagogical design synthesis using recent peer-reviewed studies on GenAI-supported programming, human-computer collaboration, project-based learning, computational thinking, and responsible AI use. The synthesis produced a six-phase model: problem framing, AI-supported exploration, project design, human-AI coding iteration, verification and peer review, and demonstration-reflection. The model positions GenAI as a cognitive scaffold rather than a substitute for student reasoning and embeds disclosure logs, source and code verification, peer feedback, and oral justification. The model is expected to strengthen decomposition, abstraction, algorithmic thinking, debugging, information evaluation, digital content creation, collaboration, and ethical technology use. The contribution lies in integrating project authenticity, human-AI collaboration, and verifiable learning processes into a single Informatics pedagogy.