Irma Rusman, Nurmala, Nurasti, Rahmadania, Wahyuni, Laeli Qadrianti

Peran Kecerdasan Buatan dalam Pembelajaran di Era Digital

Introduction

Peran kecerdasan buatan dalam pembelajaran di era digital. Jelajahi peran Kecerdasan Buatan (AI) dalam pembelajaran era digital. AI, seperti ChatGPT, tingkatkan keterampilan mengajar, pengembangan profesional, dan manajemen pembelajaran pendidikan.

Abstract

Perkembangan teknologi di dunia pendidikan saat ini semakin pesat, hal ini didukung dengan teknologi canggih yang dapat mendukung proses pembelajaran di era digital, salah satu dari perkembangan teknologi itu adalah kecerdasan buatan atau Artifical Inteligence (AI). Perkembangan artificial intelegent (AI) telah mengalami pertumbuhan pesat dalam waktu singkat. Satu di antaranya adalah pemanfaatan ChatGPT dalam konteks pendidikan berbasis teknologi 4.0. Penggunaan teknologi AI seperti ChatGPT membantu meningkatkan keterampilan mengajar, pengembangan profesional, serta memberikan dukungan dalam penilaian dan manajemen pembelajaran baik bagi mahasiswa maupun bagi guru. Pada era digital, kecerdasan buatan (AI) memiliki peran penting dalam meningkatkan pembelajaran. Melalui pengunaan teknologi AI, proses pembelajaran lebih mudah dilaksanakan. Adapun pendekatan penelitian yang digunakan yaitu metode penelitian kualitatif. Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Instrumen penelitian yang digunakan yakni lembar observasi, pedoman wawancara, dan lembar dokumentasi. Teknik analisis data menggunakan teori Miles and Huberman, yakni koleksi data, reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa kecerdasan buatan dalam pembelajaran di era digital memiliki peran yang signifikan khususnya untuk mahasiswa Program Studi Pendidikan Guru Madrasah Ibtidaiyah semester IV.

Review

The paper titled "Peran Kecerdasan Buatan dalam Pembelajaran di Era Digital" (The Role of Artificial Intelligence in Learning in the Digital Era) addresses a highly relevant and timely topic concerning the integration of Artificial Intelligence (AI), specifically tools like ChatGPT, within modern educational contexts. The abstract effectively introduces the rapid advancements of AI in education, highlighting its potential to enhance teaching skills, foster professional development, and support assessment and learning management for both students and educators. The core finding posits that AI holds a significant role in learning, particularly for students in the Madrasah Ibtidaiyah Teacher Education program, Semester IV. Overall, the study appears to tackle a crucial subject with a clear objective. From a methodological standpoint, the abstract outlines a qualitative research approach, which is appropriate for exploring the nuanced 'role' and 'impact' of AI in learning. It clearly states the data collection techniques—observation, interviews, and documentation—and identifies the instruments used, along with the application of Miles and Huberman's model for data analysis. This provides a foundational understanding of the research design. However, while the methodology is well-articulated, the abstract's primary finding is quite specific to a particular student group (PGMI Semester IV). It would strengthen the broader claims made in the title if the abstract provided more context on *why* this specific group was chosen and how their experiences contribute to a more general understanding of AI's role in the digital era, or what unique insights their context offers. This research contributes valuable insights into the practical application of AI in an educational setting, especially within the specific context of teacher training. The implications suggest that AI tools can be instrumental in improving pedagogical practices and student learning outcomes. To further enhance the paper's impact, the full manuscript should elaborate on the specific manifestations of AI's "significant role" for the PGMI students and discuss the broader transferability or unique challenges/opportunities identified within that specific context. Given the critical importance of AI in contemporary education and the outlined research design, this paper holds substantial promise. It is recommended for publication, contingent on the full manuscript adequately detailing the depth of its qualitative findings and thoroughly discussing their wider implications beyond the specific student cohort.

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