Rolly Gios Sholid Gina, Hawari Alhaq, M Ridho Firmansyah

Dissemination of Training Results On Coding And Artificial Intelligence Learning at SMKN 11 Merangin

Introduction

Dissemination of training results on coding and artificial intelligence learning at smkn 11 merangin. Discover the impact of coding and AI training at SMKN 11 Merangin, enhancing digital literacy for teachers and students in vocational education for Industry 4.0.

Abstract

This community service program was implemented through the dissemination of training outcomes on coding and artificial intelligence (AI) learning at SMKN 11 Merangin. The main objective of this program was to enhance the digital literacy competencies of teachers and students, particularly in mastering fundamental programming skills and applying basic AI concepts in the learning process. The program was conducted through a series of lectures, workshops, hands-on practice, and mentoring sessions. The results indicated that both teachers and students were able to comprehend the basic concepts of coding, develop simple programs, and identify the potential applications of artificial intelligence in daily life. It is expected that this activity will contribute to improving the quality of learning in vocational schools and foster the development of a school ecosystem that supports digital competency advancement in the era of Industry 4.0.

Review

This paper, titled "Dissemination of Training Results On Coding And Artificial Intelligence Learning at SMKN 11 Merangin," presents a community service program aimed at improving digital literacy among teachers and students at a vocational high school. The initiative's objective to enhance fundamental programming skills and introduce basic artificial intelligence concepts is highly pertinent in the context of Industry 4.0, addressing a critical need for digital competencies in contemporary education. The methodology, encompassing lectures, workshops, hands-on practice, and mentoring sessions, suggests a well-rounded and practical approach to skill transfer. The abstract reports encouraging initial outcomes from this dissemination effort. Participants, both teachers and students, reportedly demonstrated an ability to comprehend basic coding concepts, develop simple programs, and identify potential applications of artificial intelligence in daily life. These results indicate a successful initial knowledge transfer and skill acquisition, aligning with the program's objectives of fostering digital literacy and improving vocational learning quality. The engagement of both educators and learners is a strength, potentially creating a sustainable internal capacity for digital competency development within the school environment. While the abstract highlights positive achievements, the full manuscript would benefit from providing more granular detail and empirical evidence. For instance, specific metrics or assessment instruments used to determine the participants' "ability to comprehend" or "develop simple programs" would significantly strengthen the reported findings. Additionally, elaborating on the types of "simple programs" created or concrete examples of "potential AI applications identified" would offer clearer insights into the practical impact. Further discussion on any challenges encountered during the program's implementation and plans for the long-term sustainability and scalability of these digital competency advancements would enhance the paper's overall contribution.

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