Dzul Rachman , Khusnul Khatimah, Abdul Halim

Training on Teaching Material Development Using Artificial Intelligence for Lecturers and Teachers of Muhammadiyah Schools in East Kalimantan

Introduction

Training on teaching material development using artificial intelligence for lecturers and teachers of muhammadiyah schools in east kalimantan. Empower East Kalimantan's Muhammadiyah lecturers & teachers with AI training for efficient teaching material development. This workshop enhances learning media creation & administrative tasks, boosting educational technology.

Abstract

Education must also keep pace with the times. In the development of human life, technology plays a crucial supporting role, as it has become immensely beneficial to humanity. This training will use an interactive workshop approach that combines theory, practice, and mentorship. From the community service activities conducted, it can be concluded that the training on creating AI-based teaching modules and learning media for teachers has yielded effective results, as all targets were successfully met. This initiative also received a highly positive response from the participating teachers, evident from their enthusiasm and the widespread adoption of AI to support learning in the technology implementation phase. Through this training, teachers have also been greatly assisted in improving efficiency, both in administrative tasks and in developing learning media.

Review

This paper presents a highly relevant and timely intervention focusing on the integration of Artificial Intelligence into teaching material development for educators in East Kalimantan. Addressing the crucial need for education to keep pace with technological advancements, the study details a training initiative aimed at lecturers and teachers from Muhammadiyah schools. The title clearly defines the scope, target audience, and geographical context, signaling a practical, community-focused approach to leveraging AI for pedagogical enhancement. Overall, the abstract suggests a successful and well-received effort to empower educators with modern tools. A significant strength highlighted in the abstract is the hands-on methodological approach, combining theory, practical application, and mentorship within an interactive workshop setting. This comprehensive strategy likely contributed to the reported "effective results" and the successful attainment of all project targets. The abstract further emphasizes the highly positive reception from participating teachers, evidenced by their enthusiasm and the "widespread adoption" of AI for learning support. Crucially, the training appears to have delivered tangible benefits, assisting teachers in improving efficiency in both administrative tasks and the creation of learning media, which are key areas where AI can offer substantial value. While the abstract provides a compelling overview of the training's positive outcomes, future iterations or the full paper would benefit from elaborating on the specific metrics and methodologies used to determine "effective results" and how "all targets were successfully met." Quantifying the extent of "widespread adoption" and detailing the specific types of efficiency improvements observed would further strengthen the claims of success. Additionally, exploring any challenges encountered during implementation and discussing the long-term sustainability of AI integration by these educators could offer valuable insights into future scale-up efforts. Nonetheless, this initiative represents an important step in bridging the technological gap in education, and the abstract effectively communicates its immediate positive impact.

Full Text

Comments

You need to be logged in to post a comment.