This study investigates the impact of AI on eleventh-grade students' writing
competence and motivation at a State Vocational High School. The research,
conducted as an experimental study with both experimental and control groups,
utilized tests (pre-test and post-test) and a questionnaire as research instruments.
Statistical analysis using a T-test indicated that the average writing competence of
the experimental group (84.85) surpassed that of the control group (80.35),
showcasing a positive influence of integrating Perplexity in instruction.
Furthermore, the questionnaire findings highlighted significant differences in
motivation levels between the two groups. Specifically, students in the
experimental group demonstrated higher motivation across three key aspects: selfefficacy
beliefs (82%), self-regulation (84%), and enjoyment in writing (85%).
These percentages, indicating strong motivation (81%-100%), underscore the dual
positive impacts of AI on both writing competence and motivation among students.