Pelatihan Penerapan AI ChatGPT dalam Pembelajaran Mendalam bagi Guru Sekolah Menengah
DOI:
https://doi.org/10.36312/sasambo.v7i3.3202Keywords:
Kecerdasan Buatan, ChatGPT, Literasi Teknologi, Pembelajaran MendalamAbstract
Pengabdian kepada masyarakat ini bertujuan meningkatkan literasi kecerdasan buatan (AI) di kalangan guru sekolah menengah melalui pelatihan berbasis praktik tentang pemanfaatan ChatGPT dalam pembelajaran mendalam. Kegiatan dilaksanakan secara luring di SMA Negeri 1 Seririt dengan melibatkan 60 guru dari berbagai mata pelajaran. Pelatihan dirancang berdasarkan strategi REACT (Relating, Experiencing, Applying, Cooperating, Transferring) untuk mendorong keterlibatan aktif, pengalaman langsung, dan transfer keterampilan. Evaluasi dilakukan melalui pre-test, post-test, observasi, dan kuesioner reflektif. Hasil menunjukkan peningkatan skor rata-rata dari 5,30 menjadi 7,25 dengan nilai N-Gain sebesar 0,453 (kategori sedang). Partisipasi aktif peserta terutama terlihat dalam praktik langsung dan penyelesaian tugas, namun partisipasi verbal masih tergolong rendah. Refleksi peserta mengungkapkan kebutuhan akan pelatihan lanjutan, peningkatan infrastruktur digital, dan dukungan komunitas belajar. Temuan ini mengindikasikan bahwa pelatihan semacam ini dapat menjadi strategi efektif untuk menjembatani kesenjangan literasi AI di daerah dan mendukung integrasi teknologi dalam pembelajaran secara berkelanjutan
Training on the Application of AI ChatGPT in Deep Learning for Secondary School Teachers
This community service initiative aimed to enhance artificial intelligence (AI) literacy among secondary school teachers through hands-on training focused on the use of ChatGPT in deep learning instruction. The activity was conducted offline at SMA Negeri 1 Seririt and involved 60 teachers from various subject areas. The training was designed based on the REACT strategy (Relating, Experiencing, Applying, Cooperating, Transferring) to promote active engagement, direct experience, and skill transfer. Evaluation methods included pre-tests, post-tests, observations, and reflective questionnaires. The results showed an increase in the average score from 5.30 to 7.25, with an N-Gain value of 0.453 (medium category). Active participation was particularly evident in hands-on practice and task completion, although verbal participation remained relatively low. Participants’ reflections highlighted the need for follow-up training, improved digital infrastructure, and learning community support. These findings suggest that such training programs can serve as an effective strategy to bridge the AI literacy gap in rural areas and support the sustainable integration of technology into teaching and learning.
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