<![CDATA[This study aims to determine the effect of the Project-Based Learning (PjBL) model assisted by ChatGPT on student learning outcomes regarding the topic of "Social Impacts of Informatics" in Grade VII. A quasi-experimental design—specifically the Nonequivalent Control Group Design—was employed. The sample consisted of 56 students: Class VII.1 served as the control group (28 students), and Class VII.4 served as the experimental group (28 students). Data collection involved project assessment rubrics and multiple-choice pretest and posttest questions. Data analysis included normality tests, homogeneity tests, and hypothesis testing using the Mann-Whitney U test via SPSS. The results showed that the experimental group's average final rubric score (92.29) was higher than that of the control group (66.00), and the experimental group's average posttest score (86.51) was higher than that of the control group (62.22). The Mann-Whitney U test yielded a significance value of <0.001 for both instruments. N-Gain analysis indicated that the experimental group fell into the high category (Rubric: 71.22%; Pretest-Posttest: 70.60%), whereas the control group fell into the low category (Rubric: 9.33%; Pretest-Posttest: 23.45%). Consequently, the null hypothesis (H₀) was rejected, and the alternative hypothesis (H₁) was accepted. These findings conclude that integrating ChatGPT into PjBL is empirically effective in improving junior high school students' learning outcomes in informatics, while also offering an alternative learning model that Informatics teachers can adopt to strengthen project-based learning in the era of generative AI.]]>
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