Peningkatan Literasi Digital Guru Melalui Workshop Penerapan Artificial Intelligence (AI) dan Coding
DOI:
https://doi.org/10.35746/bakwan.v6i1.934Keywords:
Artificial Intelligence, coding, digital literacy, vocational school teachers, interactive workshopAbstract
This community service program aims to improve teachers’ digital literacy through training on Artificial Intelligence (AI) and coding at SMK Negeri 1 Pringgabaya, East Lombok. The interactive workshop applied hands-on approaches including socialization, demonstrations, guided practice using AI platforms (Teachable Machine, ChatGPT), and basic coding (Scratch) integrated into instructional planning. Evaluation was conducted using pre-test and post-test instruments and a participant satisfaction questionnaire. The results indicated a significant improvement in participants’ understanding, with the average pre-test score of 49.80 rising to 83.08 in the post-test, and an N-Gain score of 0.65 (moderate category). The satisfaction survey revealed very high responses regarding the relevance of materials (91.3%), usefulness of the workshop (90%), and program sustainability (90.6%). Teachers were actively involved in practical sessions and the development of technology-integrated lesson plans. The training not only improved teachers' knowledge and skills but also facilitated more innovative teaching behaviors. This program supports the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 9 (Innovation and Infrastructure). Further mentoring and replication of this program in other vocational schools are recommended to foster a sustainable technology-based learning ecosystem.
References
Adelana, O., & Ishola, A. (2020). Assessment of teachers' awareness and proficiency in utilization of information and communication technology (ICT) packages in classroom instruction. AJB-SDR, 2(2), 121–133. https://doi.org/10.58579/ajb-sdr/2.2.2020.121
Aksakallı, C. (2025). Pre-service EFL teachers’ perceived AI literacy and competency: The integration of ChatGPT into English language teacher education. SAGE Open, 15(3). https://doi.org/10.1177/21582440251379712
Black, N., George, S., Eguchi, A., Dempsey, J., Langran, E., Fraga, L., & Howard, N. (2024). A framework for approaching AI education in educator preparation programs. Proceedings of the AAAI Conference on Artificial Intelligence, 38(21), 23069–23077. https://doi.org/10.1609/aaai.v38i21.30351
Browder, D., Jimenez, B., Spooner, F., Saunders, A., Hudson, M., & Bethune, K. (2012). Early numeracy instruction for students with moderate and severe developmental disabilities. Research and Practice for Persons With Severe Disabilities, 37(4), 308–320. https://doi.org/10.2511/027494813805327205
Cosby, A., Fogarty, E., & Manning, J. (2023). Digital literacy and digital self-efficacy of Australian technology teachers. Education Sciences, 13(5), 530. https://doi.org/10.3390/educsci13050530
Demirtaş, B., & Mumcu, F. (2021). Pre-service teachers’ perceptions of ICT and TPACK competencies. Acta Educationis Generalis, 11(2), 60–82. https://doi.org/10.2478/atd-2021-0013
Ejaz, H., McGrath, H., Wong, B., Guise, A., Vercauteren, T., & Shapey, J. (2022). Artificial intelligence and medical education: A global mixed-methods study of medical students’ perspectives. Digital Health, 8, 20552076221089099. https://doi.org/10.1177/20552076221089099
Familoni, B., & Onyebuchi, N. (2024). Advancements and challenges in AI integration for technical literacy: A systematic review. Engineering Science & Technology Journal, 5(4), 1415–1430. https://doi.org/10.51594/estj.v5i4.1042
Farisia, H., & Syafi’i, I. (2024). Professional development on digital literacy for teachers in early childhood education in the digital era. Tafkir Interdisciplinary Journal of Islamic Education, 5(3), 360–375. https://doi.org/10.31538/tijie.v5i3.820
Henderson, J., & Corry, M. (2020). Data literacy training and use for educational professionals. Journal of Research in Innovative Teaching & Learning, 14(2), 232–244. https://doi.org/10.1108/jrit-11-2019-0074
İpek, Z., Gözüm, A., Papadakis, S., & Kallogiannakis, M. (2023). Educational applications of the ChatGPT AI system: A systematic review research. Educational Process: International Journal, 12(3). https://doi.org/10.22521/edupij.2023.123.2
Laru, J., Çelik, İ., Kivioja, I., & Mäkitalo, K. (2024). Learning AI literacy in collaborative projects with an AI education tool by making machine learning-driven apps: A case study from Finnish pre-service teacher education. Open Science Framework. https://doi.org/10.35542/osf.io/3qx2h
Lau, W. W. F., & Yuen, A. H. K. (2013). Educational technology training workshops for mathematics teachers: An exploration of perception changes. Australasian Journal of Educational Technology, 29(4). https://doi.org/10.14742/ajet.335
Lee, I., & Perret, B. (2022). Preparing high school teachers to integrate AI methods into STEM classrooms. Proceedings of the AAAI Conference on Artificial Intelligence, 36(11), 12783–12791. https://doi.org/10.1609/aaai.v36i11.21557
Lin, X., Xu, G., & Xiong, B. (2025). Artificial intelligence literacy, sustainability of digital learning, and practice achievement: A study of vocational college students. PLOS ONE, 20(10), e0332175. https://doi.org/10.1371/journal.pone.0332175
Lodge, J. M., Henderson, M., Slade, C., & Deneen, C. (2023). Adapting assessment for/despite generative artificial intelligence. ASCILITE Publications. https://doi.org/10.14742/apubs.2023.554
McMahon, D., & Firestone, J. (2024). Remixing special education practices with artificial intelligence: UDL, EBP, and HLPs. Journal of Special Education Preparation, 4(2), 66–76. https://doi.org/10.33043/3dq2d32d
Miguel-Revilla, D., Ferreira, J., & Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.5281
Okoed, M., & Bileti, E. (2024). Digital literacy training: Its impact on teachers in Busoga region, Eastern Uganda. IJORER: International Journal of Recent Educational Research, 5(3), 612–622. https://doi.org/10.46245/ijorer.v5i3.598
Pratiwi, H., Riwanda, A., Hasruddin, H., Sujarwo, S., & Syamsudin, A. (2025). Transforming learning or creating dependency? Teachers’ perspectives and barriers to AI integration in education. Journal of Pedagogical Research. https://doi.org/10.33902/jpr.202531677
Rad, D., Egerău, A., Roman, A., Dughi, T., Balaș, E., Maier, R., & Rad, G. (2022). A preliminary investigation of the technology acceptance model (TAM) in early childhood education and care. Brain Broad Research in Artificial Intelligence and Neuroscience, 13(1), 518–533. https://doi.org/10.18662/brain/13.1/297
Sadikin, I., Fatonah, K., Mujazi, M., & Damayanti, I. (2024). Menyongsong memberdayakan generasi muda digital natives: Menggali potensi literasi teknologi melalui aplikasi dan situs web pembelajaran di SD Pusaka Rakyat 02. Jurnal Pengabdian Pada Masyarakat, 9(2), 517–526. https://doi.org/10.30653/jppm.v9i2.776
Shi, Z., O’Connell, A., Li, Z., Liu, S., Ayissi, J., Hoffman, G., & Matarić, M. J. (2024). Build your own robot friend: An open-source learning module for accessible and engaging AI education. Proceedings of the AAAI Conference on Artificial Intelligence, 38(21), 23137–23145. https://doi.org/10.1609/aaai.v38i21.30359
Tenberga, I., & Daniela, L. (2024). Artificial intelligence literacy competencies for teachers through self-assessment tools. Sustainability, 16(23), 10386. https://doi.org/10.3390/su162310386
Tzafilkou, K., Perifanou, M., & Economides, A. (2023). Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies, 28(12), 16017–16040. https://doi.org/10.1007/s10639-023-11848-9
Voinohovska, V., & Doncheva, J. (2024). Enhancing students’ coding skills with Bloom’s taxonomy and the competence approach through educational game design. Environment. Technology. Resources: Proceedings of the International Scientific and Practical Conference, 2, 519–524. https://doi.org/10.17770/etr2024vol2.8066
Yan, L., Sha, L., Zhao, L., Li, Y., Martínez-Maldonado, R., Chen, G., & Gašević, D. (2023). Practical and ethical challenges of large language models in education: A systematic scoping review. British Journal of Educational Technology, 55(1), 90–112. https://doi.org/10.1111/bjet.13370
Zhang, B., Lee, I., & Moore, K. (2024). An effectiveness study of teacher-led AI literacy curriculum in K–12 classrooms. Proceedings of the AAAI Conference on Artificial Intelligence, 38(21), 23318–23325. https://doi.org/10.1609/aaai.v38i21.30380
Özüdoğru, G., & Durak, H. (2025). Conceptualizing pre-service teachers’ artificial intelligence readiness and examining its relationship with various variables: The role of artificial intelligence literacy, digital citizenship, artificial intelligence-enhanced innovation, and perceived threats from artificial intelligence. Information Development, 41(3), 916–932. https://doi.org/10.1177/02666669251335657
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nova Kurnia, Saiful Prayogi, Adam Bachtiar, Irham Azmi, Muhammad Asy’ari, Taufik Samsuri, Laras Firdaus, Raden Fanny Printi Ardi, Baiq Mirawati, Hunaepi Hunaepi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
