Utilization Of Artificial Intelligence In Preparing Teaching Modules For Madrasah Teachers
Abstract
This research aims to improve the digital competence of madrasah teachers in developing teaching modules for the Merdeka Curriculum through the use of Artificial Intelligence. The approach used was descriptive qualitative with a participatory strategy. Data were obtained through participant observation, structured interviews, and documentation during the mentoring process of using ChatGPT as a tool for developing teaching module content. The results of the activity showed a significant increase in teacher understanding, with the proportion of teachers categorized as having "very good" knowledge increasing from 0% in the pre-test to 75% in the post-test. These findings indicate that teachers are able to utilize ChatGPT to develop teaching modules quickly, systematically, and in accordance with the structure of the Merdeka Curriculum. In addition to improving technical skills, this activity also resulted in increased work efficiency, creativity in designing learning, and teacher confidence in using technology. Teachers demonstrated a positive attitude towards the use of Artificial Intelligence while still recognizing the importance of their role in curating and adapting content to the madrasah context and Islamic values. This activity concluded that mentoring the use of Artificial Intelligence that is designed practically and contextually can have a real impact on improving the quality of teaching modules and the readiness of madrasa teachers in implementing the Independent Curriculum.
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