Natalia Chyntia Devi, Siti Nurhidayati, Sugiman, Riawan Yudi Purwoko

Analisis Kebutuhan Guru Dalam Menggunakan AI Sebagai Pendukung Media Pembelajaran Matematika Tingkat MA

Introduction

Analisis kebutuhan guru dalam menggunakan ai sebagai pendukung media pembelajaran matematika tingkat ma. Analisis kebutuhan guru MA Purworejo dalam menggunakan AI untuk pembelajaran matematika. Mengungkap kendala, aplikasi populer, serta rekomendasi pelatihan dan kebijakan pendidikan teknologi.

Abstract

This study aims to analyze the needs of Madrasah Aliyah (MA) teachers in Purworejo Regency in utilizing artificial intelligence (AI) as a medium for learning mathematics. A descriptive qualitative approach was used with a data triangulation method to increase the validity and reliability of the study. Data were collected through questionnaires, in-depth interviews, and documentation involving 10 mathematics teachers with various age backgrounds, teaching experiences, and levels of knowledge about AI. The results showed that the majority of teachers (80%) were familiar with AI, while the rest were still less familiar. The most frequently used AI application was Geogebra (40%), followed by Canva and Quizizz (each 20%). The main obstacles faced by teachers were the lack of adequate facilities (70%), time constraints in learning AI (10%), limited school budget (10%), and low understanding of AI (20%). In addition, teachers need ongoing technical training, AI implementation guidance, and infrastructure support, such as internet access and hardware. This study concluded that intensive training, procurement of technology facilities, and collaboration between schools and the government are essential to optimize the use of AI in mathematics learning. These findings contribute to the development of technology-based education policies for Madrasah Aliyah.

Review

This study, "Analisis Kebutuhan Guru Dalam Menggunakan AI Sebagai Pendukung Media Pembelajaran Matematika Tingkat MA," addresses a highly relevant and timely topic concerning the integration of Artificial Intelligence (AI) in mathematics education at the Madrasah Aliyah (MA) level in Purworejo Regency. Utilizing a descriptive qualitative approach with data triangulation, the research effectively identifies the current landscape of AI usage among teachers, key challenges, and their specific needs for effective implementation. The paper offers valuable insights into the practicalities of technology adoption in a specific educational context, contributing to our understanding of teacher preparedness and necessary support structures for digital transformation in schools. A significant strength of this study lies in its methodological approach, employing data triangulation through questionnaires, in-depth interviews, and documentation with a diverse group of 10 mathematics teachers. This multi-faceted data collection enhances the validity and reliability of the findings. The research successfully reveals that while a majority of teachers (80%) are familiar with AI, their usage primarily revolves around tools like Geogebra, Canva, and Quizizz. Crucially, the study pinpoints significant obstacles such as inadequate facilities (70%), limited budget, and insufficient understanding of AI, alongside time constraints. Furthermore, it clearly articulates teachers' demands for ongoing technical training, implementation guidance, and robust infrastructure, providing a solid foundation for targeted interventions. While the study provides a good initial overview, several aspects could be further elaborated or strengthened to enhance its impact and generalizability. The sample size of 10 teachers, though diverse, is quite small, which might limit the broader applicability of the findings beyond Purworejo. It would be beneficial to know more about the specific nature of the "questionnaires" (e.g., scale, types of questions) and "documentation" used. Additionally, the definition of "AI" in this context, predominantly featuring tools like Geogebra and Canva, warrants further discussion. While these tools are technology-enhanced, they may not align with broader conceptualizations of "AI" (e.g., generative AI, machine learning) which are increasingly relevant in educational discourse. A deeper exploration of teachers' perceptions of different AI categories and their potential applications could offer richer insights. Finally, while the conclusion emphasizes the need for training and facilities, more specific recommendations for policy and practice, perhaps building on a more nuanced understanding of AI, would strengthen the paper's contribution to technology-based education policies.

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