<![CDATA[This study aims to analyze the effectiveness of using Artificial Intelligence (AI) as a writing assistant to improve the academic writing skills of vocational students. The study employed a mixed methods approach with a quasi-experimental pretest-posttest control group design involving 48 students from Politeknik Aceh Selatan. The research began with a pretest, followed by an intervention in which AI was utilized as a writing assistant in the experimental group, while the control group received conventional writing instruction. After the posttest, observations, interviews, and focus group discussions were conducted to strengthen the quantitative findings. The results showed that the experimental group’s mean score increased from 66.20 to 85.95, which was substantially higher than the control group’s improvement from 66.75 to 75.62. The Wilcoxon Signed-Rank Test and Mann-Whitney U Test yielded a significance value of 0.000 (p < 0.05), indicating statistically significant differences. Interview findings also revealed that 96% of the students perceived AI as highly effective because it helped them generate ideas, organize writing structures, improve grammar, enrich academic vocabulary, and enhance their confidence in academic writing. Therefore, AI has proven to be an effective writing assistant for academic writing instruction while maintaining academic integrity and the originality of scholarly work.]]>
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