Pemanfaatan Artificial Intelegent (AI) Bagi Guru SMA untuk Menunjang Pembuatan Perangkat Pembelajaran
Abstrak:
Abstract
The rapid development of Artificial Intelligence (AI), particularly generative AI, provides new opportunities for teachers to develop instructional materials more efficiently and creatively. However, many teachers still experience difficulties in using AI effectively and responsibly, especially in developing effective prompts and transforming AI-generated outputs into contextual instructional materials. This community engagement program aimed to strengthen high school teachers’ capacity to use AI for instructional material development through practical training and contextualized mentoring. The program covered AI in education, prompt development, and the use of several AI-supported platforms, followed by hands-on practice based on participants’ instructional needs. A participatory and experiential approach was employed to encourage teachers to explore, evaluate, and refine AI-generated outputs. Evaluation included pre-test and post-test results, a final questionnaire, participant feedback, observation, and expert validation of the AI guidance module. Based on 23 valid paired responses, the mean score increased from 4.37 to 4.67, with 78.26% of participants showing improvement. The final evaluation reached a mean of 4.71 out of 5, while the AI guidance module achieved 94.22% expert validation. These findings indicate that practical and contextualized AI training can strengthen teachers’ initial capacity to use AI as a supportive tool for instructional material development.
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- Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albashrawi, M. A., Al-Busaidi, K. S., Balakrishnan, J., Barlette, Y., Bunker, D., Chandra Kruse, L., Constantiou, I., Davison, R. M., Dé, R., & Wright, R. (2023). So what if ChatGPT wrote it? Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
- Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
- Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (8th ed.). Routledge.
- Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development (2nd ed.). Pearson Education.
- Li, Z., Wang, C., & Bonk, C. J. (2026). Generative AI for Teachers’ Self-Directed Professional Development: A Mixed-Methods Study. TechTrends, 70(1), 23–38. https://doi.org/10.1007/s11528-025-01123-8
- Miao, F., & Cukurova, M. (2024). AI Competency Framework for Teachers. UNESCO.
- Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
- Russell, S. J., & Norvig, P. (2021). Artificial Intelligence: A Modern Approach (4th ed.). Pearson.
- Sung, W., & An, H. (2026). From surface to substance: Experiential learning to promote understanding of ChatGPT for K-12 lesson planning. Teaching and Teacher Education, 172, 105375. https://doi.org/10.1016/j.tate.2025.105375