LITERASI DIGITAL GURU BAHASA INGGRIS: MEMBANGUN KAPASITAS DALAM PENGEMBANGAN MODUL AJAR BERBANTUAN ARTIFICIAL INTELLIGENCE
Abstract
Abstrak: Transformasi pembelajaran berbasis teknologi menuntut guru bahasa Inggris memiliki literasi digital dan kemampuan memanfaatkan kecerdasan buatan (AI) dalam pengembangan perangkat ajar. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kapasitas guru dalam menyusun modul ajar, media pembelajaran, dan asesmen digital berbasis AI. Metode pelaksanaan meliputi analisis kebutuhan, pelatihan terstruktur, pendampingan praktik, dan evaluasi kegiatan. Peserta berjumlah 28 yang terdiri dari guru bahasa Inggris jenjang SD/MI, SMP/MTs, SMA/MA, serta calin guru. Evaluasi keberhasilan kegiatan dilakukan melalui kuesioner pra dan pasca pelatihan untuk mengukur peningkatan pengetahuan dan keterampilan peserta dalam pemanfaatan AI. Hasil evaluasi menunjukkan peningkatan rata-rata kompetensi peserta dari 56% menjadi 88% pada aspek literasi AI. Selain itu, peserta melaporkan peningkatan efisiensi waktu dalam penyusunan perangkat ajar serta dapat meningkatkan motivasi belajar siswa. Kegiatan ini menunjukan bahwa pelatihan berbasis AI efektif dalam mendukung pengembangan profesional guru dan implementasi kurikulum merdeka maupun pembelajaran berdampak.
Abstract: Technology-driven learning transformation requires English teachers to possess digital literacy and the ability to utilize artificial intelligence (AI) in developing instructional materials. This community service program aimed to enhance teachers’ capacity to design AI-based teaching modules, instructional media, and digital assessments. The implementation method comprised needs analysis, structured training, guided practice, and program evaluation. The participants consisted of 28 individuals, including English teachers from elementary, junior high, and senior high schools, as well as prospective teachers. Program effectiveness was evaluated through pre- and post-training questionnaires to measure improvements in participants’ knowledge and skills in utilizing AI. The evaluation results indicate an average increase in participants’ competencies from 56% to 88% in AI literacy, the development of AI-based teaching modules using Magic School, the creation of interactive instructional media using Gamma, and the design of gamified digital assessments through Quizizz AI. In addition, participants reported improved time efficiency in preparing instructional materials and increased student learning motivation. These findings demonstrate that AI-based training is effective in supporting teachers’ professional development and the implementation of the Merdeka Curriculum.
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DOI: https://doi.org/10.31764/jmm.v10i1.36909
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