Penguatan Literasi Teknologi dan Inovasi Pembelajaran Berbasis AI Bagi Guru Sekolah Dasar di KKG Dabin 2 Jepara

Kukuh Dwi Wijanarko; Alzena Dona Sabilla; Hamidaturrohmah Hamidaturrohmah; Santi Andriyani; Noor Azizah; Azzah Noor Laila

doi:10.71094/jppmi.v3i3.240

Authors

Kukuh Dwi Wijanarko Program Studi Desain Komunikasi Visual, Universitas Islam Nahdlatul Ulama Jepara, Indonesia
Alzena Dona Sabilla Program Studi Sistem Informasi, Universitas Islam Nahdlatul Ulama Jepara, Indonesia
Hamidaturrohmah Program Studi Pendidikan Guru Sekolah Dasar, Universitas Islam Nahdlatul Ulama Jepara, Indonesia
Santi Andriyani Program Studi Pendidikan Bahasa Inggris, Universitas Islam Nahdlatul Ulama Jepara, Indonesia
Noor Azizah Program Studi Sistem Informasi, Universitas Islam Nahdlatul Ulama Jepara, Indonesia
Azzah Noor Laila Program Studi Pendidikan Agama Islam, Universitas Islam Nahdlatul Ulama Jepara, Indonesia

DOI:

https://doi.org/10.71094/jppmi.v3i3.240

Keywords:

Augmented Reality;, Artificial Intelligence;, Digital Literacy;, Learning Innovation;, Elementary School Teachers;

Abstract

Technology literacy and understanding of artificial intelligence have become essential competencies for elementary school teachers in creating innovative and relevant learning experiences in today’s rapidly evolving era. This community service activity aimed to improve digital literacy, understanding of artificial intelligence, and skills in utilizing digital learning media among teachers who are members of the Dabin 2 Teacher Working Group in Jepara District. The activity was conducted at Jobokuto Elementary School, Jepara, through seminars, interactive discussions, workshops, and hands-on practice in the use of artificial intelligence, Augmented Reality-based learning media, and simple programming introduction using Scratch. Evaluation using a Likert-scale questionnaire completed by 64 participants showed highly positive responses. Most participants stated that the activity was beneficial in improving teachers’ professional competence. The results indicated that the training enhanced teachers’ readiness to utilize digital technology as a learning medium and should be followed up through continuous mentoring to optimize classroom implementation

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