PELATIHAN PEMANFAATAN GENERATIVE AI PADA CHAT GPT UNTUK PENYUSUNAN MODUL AJAR DAN LKPD TERHADAP GURU
DOI:
https://doi.org/10.51878/community.v7i1.15777Keywords:
Generative Artificial Intelligence, Chatgpt, Modul Ajar, LKPD, PelatihanAbstract
The utilization of Generative Artificial Intelligence (GenAI), specifically ChatGPT, holds strong potential for accelerating the design of instructional materials in schools. This qualitative descriptive study aims to describe the implementation of ChatGPT training for teachers at SMP Negeri 40 Samarinda, identify the technical challenges encountered, and analyze changes in participants' understanding when drafting teaching modules and Student Worksheets (LKPD). The training involved 24 teachers, from whom five participants were purposively selected as in-depth interview informants based on subject diversity and active workshop participation. Data were gathered through observational procedures, artifact analysis of generated instructional designs, and post-training interviews analyzed thematically. The findings indicate that the training offered structured experiences for participants in formulating prompts based on Learning Outcomes (Capaian Pembelajaran) and Learning Objectives (Tujuan Pembelajaran). The primary challenges identified centered on fine-tuning prompt precision, limited simulation time, and presentation screen visibility. Based on artifact comparisons between initial and revised drafts, participants demonstrated critical evaluation skills by correcting contextual discrepancies in ChatGPT outputs before classroom integration.
ABSTRAK
Pemanfaatan Generative Artificial Intelligence (GenAI), khususnya ChatGPT, berpotensi mempercepat penyusunan perangkat pembelajaran di sekolah. Penelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan pelaksanaan pelatihan ChatGPT bagi guru di SMP Negeri 40 Samarinda, mengidentifikasi kendala teknis yang dihadapi, serta menganalisis perubahan pemahaman peserta dalam menyusun modul ajar dan Lembar Kerja Peserta Didik (LKPD). Pelatihan ini diikuti oleh 24 guru, dengan 5 peserta dipilih secara bertujuan (purposive) sebagai informan wawancara mendalam berdasarkan variasi mata pelajaran dan keaktifan praktik. Data dikumpulkan melalui observasi proses, analisis dokumen rancangan pembelajaran, serta wawancara pascapraktik yang dianalisis secara tematik. Hasil penelitian menunjukkan bahwa pelatihan memberikan pengalaman terarah bagi peserta dalam merumuskan instruksi (prompt) berbasis Capaian Pembelajaran (CP) dan Tujuan Pembelajaran (TP). Kendala utama yang teridentifikasi berpusat pada penyesuaian instruksi yang presisi, alokasi waktu simulasi yang terbatas, serta visibilitas media presentasi. Berdasarkan perbandingan draf awal dan akhir, peserta mulai menunjukkan kemampuan evaluasi kritis dengan menyunting kekeliruan kontekstual keluaran ChatGPT sebelum diintegrasikan ke dalam kelas.
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