EKSPLORASI PENGGUNAAN ARTIFICIAL INTELLIGENCE OLEH GURU DALAM PEMBELAJARAN SEJARAH DI SMA NEGERI KABUPATEN GRESIK

EXPLORATION OF ARTIFICIAL INTELLIGENCE USE BY TEACHERS IN HISTORY LEARNING IN STATE HIGH SCHOOL OF GRESIK DISTRICT

Perkembangan pesat teknologi kecerdasan buatan (AI), Internet of Things (IoT), dan robotika telah mentransformasi dunia pendidikan. Teknologi ini, khususnya AI menawarkan potensi besar untuk meningkatkan kualitas pembelajaran. Namun, eksplorasi pemanfaatan AI dalam konteks pembelajaran mata pelajaran sejarah, masih relatif terbatas. Penelitian ini bertujuan untuk mengeksplorasi penggunaan AI oleh guru sejarah dan menganalisis tingkat kesiapan guru dalam mengintegrasikan AI ke dalam pembelajaran. Penelitian ini menggunakan pendekatan kualitatif fenomenologi dengan teknik purposive snowball sampling. Penelitian ini melibatkan 13 guru sejarah dari SMA Negeri di Kabupaten Gresik. Data dikumpulkan melalui angket, wawancara, dan studi dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian mengungkap bahwa penggunaan AI didominasi oleh ChatGPT (30%), Canva (27%), dan Gemini (19%), dengan total pemanfaatan mencapai 76%. Namun, adopsi AI untuk evaluasi pembelajaran masih sangat rendah (15%). Analisis kesiapan guru berdasarkan kerangka Mayes dan Fowler (2006) menunjukkan bahwa 100% responden telah menguasai pemahaman dasar AI, 77% mampu menerapkan AI dalam konteks pembelajaran, tetapi hanya 23% yang mencapai tahap transformasi digital.

Kata kunci: Artificial Intelligence (AI), Kompetensi Digital Guru, Pembelajaran Sejarah

The rapid advancement of artificial intelligence (AI), the Internet of Things (IoT), and robotics has transformed the world of education, including the learning process. These technologies, particularly AI, offer significant potential to enhance the quality of learning through various innovations. However, the exploration of AI utilization in the context of history education remains relatively limited. This study aims to explore how history teachers use AI and analyze their readiness level in integrating AI into teaching. This research employs a phenomenological qualitative approach with purposive snowball sampling to determine the study's participants. The study involved 13 history teachers from public high schools in Gresik Regency. Data were collected through questionnaires, interviews, and documentation studies, then analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that AI usage is dominated by ChatGPT (30%), Canva (27%), and Gemini (19%), with a total utilization rate of 76% for lesson planning and implementation. However, AI adoption for learning assessment remains very low (15%). An analysis of teacher readiness based on Mayes and Fowler’s (2006) framework shows that 100% of respondents have mastered basic AI understanding, 77% can apply AI in learning contexts, but only 23% have reached the digital transformation stage.

Keywords: Artificial Intelligence (AI), Teacher Digital Competence, History Learning