Pelatihan Teknik Penyusunan Prompt pada Pemanfaatan Artificial Intelligence (AI) dalam Administrasi Pembelajaran

Faridah Faridah; Gita Irawanda; Sriwidayani Syam; By Tri Agung Nusantara Kr J T; Nuraisah Nuraisah

doi:10.58266/jpmb.v4i2.826

Authors

Faridah Faridah Universitas Negeri Makassar, Indonesia
Gita Irawanda Universitas Negeri Makassar, Indonesia
Sriwidayani Syam Universitas Negeri Makassar, Indonesia
By Tri Agung Nusantara Kr J T Universitas Negeri Makassar, Indonesia
Nuraisah Nuraisah Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.58266/jpmb.v4i2.826

Keywords:

Artificial Intelligence (AI), Prompt, Administrasi Pendidikan

Abstract

Program Kemitraan Masyarakat (PKM) ini dilaksanakan oleh tim dosen Fakultas Ilmu Pendidikan Universitas Negeri Makassar dengan judul “Pelatihan Teknik Penyusunan Prompt pada Pemanfaatan Artificial Intelligence (AI) dalam Administrasi Pembelajaran”. Kegiatan ini merupakan wujud nyata pengabdian kepada masyarakat dalam rangka menjawab tantangan transformasi pendidikan di era digital, khususnya kebutuhan peningkatan literasi digital guru di wilayah pegunungan Kecamatan Tinggimoncong, Kabupaten Gowa. Pelatihan dilaksanakan pada Jumat, 25 Juli 2025 di SMP Negeri 1 Tinggimoncong dengan melibatkan 15 guru dari berbagai mata pelajaran. Kegiatan dirancang dalam bentuk kombinasi penyampaian materi, praktik langsung, serta diskusi interaktif. Sesi materi berfokus pada pengenalan konsep dasar kecerdasan buatan (AI) dan urgensi prompt engineering dalam menghasilkan keluaran sistem AI yang efektif, sedangkan sesi praktik memberikan kesempatan kepada guru untuk berlatih menyusun prompt sesuai kebutuhan pembelajaran mereka. Hasil pelaksanaan menunjukkan peningkatan signifikan dalam pemahaman dan keterampilan guru. Sekitar 70% peserta mampu menyusun prompt sederhana yang langsung dapat digunakan dalam penyusunan soal dan lembar kerja siswa berbasis AI. Selain itu, guru juga berhasil menghasilkan produk awal berupa LKS digital berbasis prompt engineering yang disusun sesuai konteks pembelajaran lokal. Lebih jauh, kegiatan ini memunculkan kesadaran kolektif guru untuk membentuk komunitas pengguna AI di sekolah guna mendukung keberlanjutan program. Luaran kegiatan tidak hanya berupa peningkatan kompetensi guru, tetapi juga dokumentasi yang lengkap, seperti daftar hadir, foto kegiatan, hasil praktik peserta, serta rencana tindak lanjut berupa penyusunan modul digital panduan implementasi AI. Program ini diharapkan dapat berkontribusi terhadap peningkatan mutu pembelajaran di SMP Negeri 1 Tinggimoncong, sekaligus memberikan inspirasi bagi sekolah-sekolah lain di Kabupaten Gowa untuk mulai mengintegrasikan teknologi AI dalam administrasi pembelajaran. Dengan demikian, kegiatan PKM ini tidak hanya menjawab kebutuhan jangka pendek berupa peningkatan literasi digital guru, tetapi juga menjadi fondasi bagi penguatan ekosistem pendidikan berbasis teknologi di daerah, sejalan dengan visi peningkatan mutu pendidikan nasional.

References

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.

Burns, J. M. (2010). Leadership. Harper Perennial.

Fullan, M. (2020). The new meaning of educational change (5th ed.). Teachers College Press.

Greene, J. A., Yu, S. B., & Copeland, D. Z. (2020). Measuring critical thinking: A multilevel model of student learning. Educational Research Review, 31, 100357. https://doi.org/10.1016/j.edurev.2020.100357

Hamilton, L., & Hattie, J. (2021). The role of teachers in leading digital learning. Educational Technology Research and Development, 69(3), 125–140. https://doi.org/10.1007/s11423-021-09944-4

Hammond, T. (2021). Digital pedagogy and instructional transformation in the AI era. Computers & Education, 172, 104255.

Harris, A. (2020). Leadership, professional responsibility and accountability in education. Educational Management Administration & Leadership, 48(1), 6–17. https://doi.org/10.1177/1741143218802597

Heffernan, N. T., & Heffernan, C. L. (2014). The ASSISTments ecosystem: Building a platform that brings scientists and teachers together for minimally invasive research on human learning. International Journal of Artificial Intelligence in Education, 24(4), 470–497. https://doi.org/10.1007/s40593-014-0024-x

Herold, B. (2022). The real digital divide: Teachers and the struggle to adapt to educational technologies. Education Week.

Holmes, W., Bialik, M., & Fadel, C. (2021). Artificial intelligence in education: Promises and implications for teaching and learning (2nd ed.). Center for Curriculum Redesign.

Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., & Baker, T. (2022). Ethics and risks of using AI in education. Computers and Education: Artificial Intelligence, 3, 100074.

Kasneci, E., Seitz, S., Koch, M., Brendel, B., & Althoff, T. (2023). ChatGPT for education: Opportunities and challenges. Computers and Education: Artificial Intelligence, 4, 100128. https://doi.org/10.1016/j.caeai.2023.100128

Kemdikbudristek. (2020). Indikator Kinerja Utama Perguruan Tinggi. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Kurniawan, A., Sari, R., & Abdullah, H. (2022). Digital inequality in Indonesian rural schools. Journal of Educational Development, 10(2), 45–59.

Leithwood, K., & Sun, J. (2018). Transformational school leadership effects on student achievement. Educational Administration Quarterly, 54(3), 384–417. https://doi.org/10.1177/0013161X18769012

Liu, S., Zheng, L., & Wang, F. (2023). Prompt design strategies for improving AI-assisted learning outcomes. British Journal of Educational Technology, 54(5), 1234–1252.

Luckin, R. (2018). Machine learning and human intelligence: The future of education for the 21st century. UCL Institute of Education Press.

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016

OECD. (2020). Education in the digital age: Healthy and happy children. OECD Publishing.

OECD. (2021). AI and the future of skills. OECD Publishing.

Redecker, C. (2017). European framework for digital competence of educators. Publications Office of the European Union.

Selwyn, N. (2022). Should robots replace teachers? AI and the future of education. Polity Press.

Siregar, R., & Fauzi, A. (2023). Transforming digital pedagogy through AI-powered tools in Indonesian classrooms. Jurnal Teknologi Pendidikan, 25(1), 55–68.

UNESCO. (2019). A global framework of reference on digital literacy skills for SDGs. UNESCO Publishing.

UNICEF. (2020). COVID-19: Are children able to continue learning during school closures? UNICEF Data.

UNICEF. (2022). Digital learning in rural and remote areas: Challenges and opportunities. UNICEF East Asia.

Wang, Y., Liu, H., & Chen, J. (2023). Improving teacher practice with AI-supported feedback systems. Teaching and Teacher Education, 121, 103975. https://doi.org/10.1016/j.tate.2022.103975

Wang, Z., Chen, F., & Li, S. (2024). The evolving role of teachers in AI-driven education systems. Journal of Computer-Assisted Learning, 40(1), 112–129.

White, J., Fu, L., Benson, J., & Greene, D. (2024). Prompt engineering for generative AI: A systematic review. ACM Computing Surveys, 56(7), 1–34. https://doi.org/10.1145/3624045

Woolf, B. (2019). Building intelligent systems for education. Morgan Kaufmann.

Zawacki-Richter, O., Marín, V., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(39). https://doi.org/10.1186/s41239-019-0171-0

Zhai, X. (2023). ChatGPT in education: Prospects and challenges. Computers and Education: Artificial Intelligence, 4, 100123.