PERSEPSI GURU MATEMATIKA TERHADAP PENGGUNAAN ARTIFICIAL INTELLIGENCE SEBAGAI ALAT BANTU DALAM PENYUSUNAN PERANGKAT PEMBELAJARAN

Maria Adriani Pulo Luon; Teodora Basi Ina  Sogen; Desky Ronaldy  Kabu; Wilfridus Beda Nuba  Dosinaeng; Yohanes Ovaritus  Jagom; Yustinus Didimus  Nai

doi:10.51878/science.v5i3.6080

Authors

Maria Adriani Pulo Luon Universitas Katolik Widya Mandira Kupang
Teodora Basi Ina Sogen Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Kupang
Desky Ronaldy Kabu Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Kupang
Wilfridus Beda Nuba Dosinaeng Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Kupang
Yohanes Ovaritus Jagom Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Kupang
Yustinus Didimus Nai Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Kupang

DOI:

https://doi.org/10.51878/science.v5i3.6080

Keywords:

Kecerdasan Buatan, Persepsi, Guru Matematika, Perangkat Pembelajaran

Abstract

The advancement of Artificial Intelligence (AI) technology has opened new opportunities in the field of education, particularly in supporting the efficiency and adaptability of lesson plan development. However, the use of AI among teachers especially in regions with limited infrastructure such as Kupang has not been fully explored. This study is motivated by the lack of empirical information regarding mathematics teachers’ perceptions of AI as a tool to assist in the preparation of lesson plans and other teaching materials. Using a qualitative descriptive approach, this research involved two mathematics teachers from SMA Katolik St. Arnoldus Janssen Kupang. Data were collected through structured interviews and analyzed using the Technology Acceptance Model (TAM), which includes four key indicators: perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention to use. The results show that both teachers have a positive perception of AI, particularly in accelerating the preparation of teaching and evaluation tools. Therefore, the integration of AI in education requires teacher readiness, ongoing training, and supportive policies and infrastructure to ensure effective implementation.

ABSTRAK
Kemajuan teknologi kecerdasan buatan (Artificial Intelligence) telah membuka peluang baru dalam dunia pendidikan, khususnya dalam mendukung efisiensi dan adaptabilitas penyusunan perangkat pembelajaran. Namun, pemanfaatan AI di kalangan guru, terutama di wilayah dengan keterbatasan infrastruktur seperti Kupang, belum sepenuhnya dipahami. Penelitian ini dilatarbelakangi oleh masih terbatasnya informasi mengenai bagaimana persepsi guru matematika terhadap penggunaan AI sebagai alat bantu dalam menyusun RPP dan perangkat ajar lainnya. Dengan pendekatan deskriptif kualitatif, penelitian ini melibatkan dua orang guru matematika di SMA Katolik St. Arnoldus Janssen Kupang. Data dikumpulkan melalui wawancara terstruktur dan dianalisis menggunakan kerangka Technology Acceptance Model (TAM), yang mencakup empat indikator utama yakni perceived usefulness, perceived ease of use, attitude toward using, dan behavioral intention to use. Hasil penelitian menunjukkan bahwa kedua guru memiliki persepsi positif terhadap penggunaan AI karena dapat mempercepat proses penyusunan perangkat ajar dan evaluasi. Namun demikian, tantangan seperti keterbatasan akses internet dan ketidaksesuaian hasil AI dengan konteks lokal masih menjadi hambatan yang signifikan. Oleh karena itu, pemanfaatan AI dalam pendidikan memerlukan kesiapan guru, pelatihan berkelanjutan, serta dukungan kebijakan dan infrastruktur sekolah agar dapat diimplementasikan secara optimal.

Downloads

Download data is not yet available.

References

Alim, N., et al. (2023). Acceptance of artificial intelligence in higher education: Extended TAM approach. Journal of Educational Technology and Innovation, 15(2), 45–60.

Ali, W., et al. (2021). Teachers’ perceptions and challenges in integrating artificial intelligence in education. Teaching and Teacher Education, 105, Article 103561. https://doi.org/10.1016/j.tate.2021.103561

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.

Creswell, J. W. (2016). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.

Egara, F. O., & Mosimege, M. (2024). Exploring the integration of artificial intelligence-based ChatGPT into mathematics instruction: Perceptions, challenges, and implications for educators. Education Sciences, 14(7), Article 742. https://doi.org/10.3390/educsci14070742

Firdaus, A. T. B., et al. (2025). Pemanfaatan teknologi dalam pendidikan: Meningkatkan interaktivitas pembelajaran. [Informasi publikasi tidak ditemukan].

Holmes, W., et al. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

Karve, S. M., et al. (2024). Hybrid approaches: Combining computational mathematics and artificial intelligence for enhanced performance. Panamerican Mathematical Journal, 34(2), 52–65. https://doi.org/10.52783/pmj.v34.i2.922

Lee, Y., et al. (2021). Understanding the adoption of AI tools in education: Integrating TAM with technological self-efficacy. Computers & Education, 174, Article 104293.

Lestari, M., et al. (2024). Penerapan AI dalam pembelajaran untuk meningkatkan kualitas pendidikan di SMAN 3 Bukitinggi. Jurnal Yudistira: Publikasi Riset Ilmu Pendidikan Dan Bahasa, 2(1), 277–289.

Luckin, R., et al. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.

Mambu, J. G. Z., et al. (2023). Pemanfaatan teknologi artificial intelligence (AI) dalam menghadapi tantangan mengajar guru di era digital. Journal on Education, 6(1), 2689–2698.

Ogoke, C. J., et al. (2025). Application of artificial intelligence in the teaching and learning of mathematics: Implication for achievement and retention. [Nama Jurnal Tidak Diketahui], 3(2), 136–143.

Oktavia, D. H., & Suseno, G. (2024). Pemanfaatan kecerdasan buatan dalam pendidikan di Indonesia: Potensi dan tantangan. Indo-MathEdu Intellectuals Journal, 5(2), 1680.

Rifky, S. (2024). Dampak penggunaan artificial intelligence bagi pendidikan tinggi. Indonesian Journal of Multidisciplinary on Social and Technology, 2(1), 37–42. https://doi.org/10.31004/ijmst.v2i1.287

Tuomi, I. (2018). The impact of artificial intelligence on learning, teaching, and education: Policies for the future. Publications Office of the European Union. https://doi.org/10.2760/12297

Yoon, H., et al. (2024). Students’ use of generative artificial intelligence for proving mathematical statements. ZDM - Mathematics Education, 56(7), 1531–1551. https://doi.org/10.1007/s11858-024-01629-0

Zawacki-Richter, O., et al. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators?. International Journal of Educational Technology in Higher Education, 16(1), 39.