Peningkatan Kompetensi Guru di SMK Muhammadiyah 2 Malang melalui Pelatihan Pengembangan Media Pembelajaran Berbasis Kecerdasan Buatan
DOI:
https://doi.org/10.55606/nusantara.v6i1.7796Keywords:
Artificial Intelligence, Pedagogical Competence, SAMR Model, Teacher Training, TPACKAbstract
This study aims to evaluate the effectiveness of the Artificial Intelligence-Based Learning Media Development Program (P3MP-AI) in enhancing teachers’ technological and pedagogical competencies at SMK Muhammadiyah 2 Malang. The program employed a descriptive approach using both quantitative and qualitative methods, including pre-test and post-test assessments, as well as direct observation of the training process. A total of 30 teachers from various disciplines actively participated in the program conducted on August 12, 2025. The evaluation results revealed an increase in the participants’ average scores from 100 to 130 out of a maximum of 150, indicating a significant improvement in their understanding of AI concepts and applications in education. Beyond competency enhancement, the training also fostered teachers’ confidence, creativity, and ability to integrate AI-based tools into interactive learning media. However, several challenges were identified, such as limited technological resources and time constraints in classroom implementation. Overall, this program has made a tangible contribution to strengthening teachers’ digital literacy and can serve as a replicable professional development model for other vocational schools seeking to advance AI-based educational transformation.
Downloads
References
Ardini, P., & Maulana, R. (2024). Digital transformation support systems for vocational school teachers. Journal of Vocational Education and Technology, 12(1), 33–47.
Chen, X., Xie, H., & Hwang, G. J. (2020). A multi-perspective study on artificial intelligence in education: Learning, teaching, and assessment. Educational Technology & Society, 23(4), 1–12. https://doi.org/10.1016/j.caeai.2020.100005
Haryanto, T., & Widodo, A. (2022). Teacher readiness for artificial intelligence integration in secondary education. Jurnal Teknologi Pembelajaran, 10(1), 55–68.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Husna, L., & Pratiwi, F. (2023). Pedagogical alignment in technology integration: A review of teacher readiness in digital learning. Jurnal Inovasi Pembelajaran, 8(2), 90–104.
Jia, J., Li, C., & Liu, Z. (2024). Artificial intelligence-enhanced learning environments: Trends, challenges, and opportunities. Computers & Education: Artificial Intelligence, 5, 100178.
Kurniawan, D., & Setyowati, R. (2024). Integrating TPACK and AI literacy in vocational teacher training programs. Journal of Educational Technology and Vocational Studies, 9(1), 21–35. https://doi.org/10.14361/ijves-2024-010203
Lindner, M. A., & Berges, M. (2020). Teachers and artificial intelligence: The importance of AI literacy for effective integration in education. Journal of Educational Technology Research, 18(2), 45–59.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.
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
Nugroho, A., & Lestari, D. (2023). Tantangan integrasi teknologi kecerdasan buatan dalam sistem pendidikan menengah di Indonesia. Jurnal Teknologi Pendidikan Indonesia, 5(2), 101–112. https://doi.org/10.52436/1.jpti.140
Puentedura, R. R. (2014). Building transformation: An introduction to the SAMR model. Hippasus.
Putra, S. A. (2023). Professional development challenges in adopting AI-based instructional tools. Indonesian Journal of Educational Innovation, 7(2), 120–134.
Rahman, F., & Yusuf, M. (2021). Integrating artificial intelligence in developing countries’ education systems: Challenges and opportunities. Journal of Educational Technology and Innovation, 9(3), 45–58.
Ramadhan, M., & Yuliana, S. (2023). Evaluating the SAMR framework to support digital innovation in secondary school learning environments. Journal of Digital Education Studies, 4(1), 55–70.
Seo, K., Tang, J., Roll, I., & Chi, M. (2021). Understanding the role of artificial intelligence in education: Opportunities and challenges for teaching and learning. Educational Technology Research and Development, 69(3), 161–180.
Suryani, N., Hidayat, T., & Ramadhan, D. (2022). Digital literacy empowerment for teachers in facing educational transformation. Jurnal Pendidikan Teknologi dan Kejuruan, 28(2), 133–142.
Susanti, D., Rahmawati, L., & Nugroho, A. (2023). Pelatihan literasi digital berbasis praktik untuk peningkatan kompetensi guru sekolah menengah di era AI. Jurnal Pengabdian Masyarakat Inovatif, 5(1), 112–121. https://doi.org/10.54396/mjd.v1iI.968
Wahyuni, R., Santoso, A., & Prabowo, H. (2022). Kompetensi guru dalam menghadapi transformasi digital pendidikan di era kecerdasan buatan. Jurnal Pendidikan dan Teknologi, 8(1), 55–67.
Zhang, W., & Li, H. (2023). Applying the SAMR model to enhance technology integration in teacher professional development. Computers & Education: Artificial Intelligence, 6, 100245.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nusantara: Jurnal Pengabdian kepada Masyarakat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
