Della Fadhilatunisa, Rosidah, Sudarmanto Jayanegara, Muhalim, Dary Mochamad Rifqie

Pemberdayaan Guru Ekonomi MGMP melalui Literasi Kecerdasan Artifisial untuk Inovasi Pembelajaran

Introduction

Pemberdayaan guru ekonomi mgmp melalui literasi kecerdasan artifisial untuk inovasi pembelajaran. Pemberdayaan guru Ekonomi MGMP Sulawesi Selatan dengan literasi AI untuk inovasi pembelajaran. Pelatihan konsep AI, prompt, dan pembuatan materi ajar menggunakan ChatGPT, Notion AI, Canva AI.

Abstract

Digital transformation has brought artificial intelligence (AI) into various sectors, including education. In this context, teachers are expected not only to understand the teaching content but also to utilize technology in a critical and contextual manner. This community service activity was carried out in collaboration with Economics teachers who are members of the MGMP (Subject Teacher Forum) across South Sulawesi, aiming to explore the integration of AI in education. Using an Action Research (AR) approach, the program included basic AI concept training, prompt development workshops, and hands-on practice in creating AI-assisted teaching materials. The teachers actively engaged in designing learning content using tools such as ChatGPT, Notion AI, and Canva AI. Reflection and group discussions were integral parts of the collaborative learning process. The results show that the teachers were able to utilize AI technology in a contextual and creative way when developing instructional materials, and they demonstrated readiness to face the evolving landscape of educational technology.

Review

This paper presents a highly relevant and timely community service initiative focused on empowering Economics teachers in South Sulawesi to integrate Artificial Intelligence into their pedagogical practices. The strength of this program lies in its practical, hands-on approach, utilizing an Action Research methodology to engage teachers directly in developing AI literacy. By providing training on basic AI concepts, prompt development, and practical application with tools like ChatGPT, Notion AI, and Canva AI, the project effectively addresses the critical need for educators to adapt to the evolving digital landscape. The emphasis on fostering contextual and creative utilization of AI for instructional material development is particularly commendable, demonstrating a forward-thinking approach to teacher professional development. While the abstract clearly outlines the program's structure and positive outcomes, a reviewer might seek further detail regarding the 'Action Research' component. Specifically, the abstract describes the 'action' elements (training, workshops, practice) very well, but less on how the 'research' aspect was rigorously conducted to systematically capture and analyze the observed results. For instance, more explicit mention of the data collection methods used to ascertain 'contextual and creative utilization' or 'readiness to face the evolving landscape' would strengthen the methodological claim within the abstract itself. Elaboration on specific metrics or qualitative indicators employed to measure these outcomes, beyond general observations, would enhance the perceived robustness of the findings. Additionally, acknowledging any challenges encountered during the implementation could provide a more comprehensive picture of the program's practical realities. Overall, this initiative represents a valuable contribution to the field of educational technology and teacher empowerment. It offers a practical model for equipping teachers with essential AI skills, thereby fostering innovation in learning. The program's success in enabling teachers to design AI-assisted materials and demonstrate readiness for future educational trends highlights its significant impact. This work serves as an excellent example of how academic institutions can collaborate with professional teacher forums to drive meaningful change and prepare educators for the demands of the 21st-century classroom. The findings are highly encouraging and demonstrate the potential for scaling such empowerment programs.

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