Transformasi Praktik Pembelajaran Guru SD Dengan Bantuan Coding dan Artificial Intelligence

Abstract

Penelitian ini bertujuan untuk menganalisis transformasi praktik pembelajaran guru sekolah dasar melalui integrasi kegiatan coding dan kecerdasan buatan (AI) di SDN 29 Ampenan, Kota Mataram. Penelitian menggunakan pendekatan kualitatif fenomenologi dengan melibatkan 1 guru pengampu coding dan AI, 10 siswa kelas V sebagai partisipan utama, serta 1 kepala sekolah sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan metode fenomenologi Colaizzi. Hasil penelitian menunjukkan bahwa guru mengombinasikan media tradisional seperti papan tulis dengan media digital berupa laptop, proyektor, serta aplikasi berbasis AI seperti Code.org dan ABC ya. Pemanfaatan AI terbukti mempercepat perencanaan pembelajaran, mempermudah penyusunan bahan ajar, dan mendorong kreativitas guru dalam merancang aktivitas belajar. Selain itu, kegiatan coding efektif meningkatkan kemampuan berpikir logis, komputasional, dan sistematis siswa. Kendala yang muncul berupa keterbatasan perangkat dan jaringan internet, namun diatasi melalui strategi pembelajaran kelompok dan kegiatan unplugged coding. Penelitian ini menyimpulkan bahwa integrasi AI dan coding berkontribusi pada penguatan literasi digital, etika teknologi, dan karakter adaptif siswa sekolah dasar, serta mendorong guru menuju praktik pembelajaran yang lebih inovatif dan responsif terhadap tuntutan era digital.

Transforming Elementary School Teachers' Learning Practices with the Help of Coding and Artificial Intelligence (AI)

This study aims to analyze the transformation of learning practices of elementary school teachers through the integration of coding and artificial intelligence (AI) activities at SDN 29 Ampenan, Mataram City. The study used a phenomenological qualitative approach involving 1 coding and AI teacher, 10 grade V students as the main participant, and 1 principal as a supporting informant. Data were collected through observation, interviews, and documentation, then analyzed using Colaizzi's phenomenological method. The results of the study showed that teachers combined traditional media such as whiteboards with digital media in the form of laptops, projectors, and AI-based applications such as Code.org and ABC. The use of AI has been proven to speed up learning planning, facilitate the preparation of teaching materials, and encourage teachers' creativity in designing learning activities. In addition, coding activities are effective in improving students' logical, computational, and systematic thinking skills. The obstacles that arise are in the form of limited devices and internet networks, but they are overcome through group learning strategies and unplugged coding activities. This study concludes that the integration of AI and coding contributes to strengthening the digital literacy, technological ethics, and adaptive character of elementary school students, as well as encouraging teachers towards learning practices that are more innovative and responsive to the demands of the digital age.