Pengalaman Guru dalam Integrasi Kecerdasan Buatan: Studi Fenomenologis pada Pembelajaran Digital
Teachers’ Experiences in Integrating Artificial Intelligence: A Phenomenological Study in Digital Learning
Keywords:
Artificial Intelligence, Digital Learning, Teacher Experience, Phenomenological Study, Educational Technology IntegrationAbstract
This study aims to explore and understand teachers’ experiences in integrating artificial intelligence into digital learning environments focused on teachers’ perceptions, challenges, and strategies in adopting artificial intelligence to support instructional practices. A qualitative approach with a phenomenological design was employed to capture the lived experiences of teachers who have utilized artificial intelligence in their teaching. The participants consisted of secondary school teachers selected through purposive sampling. Data were collected through in-depth interviews and relevant documentation, and analyzed using phenomenological analysis to identify significant themes. The findings reveal that the integration of artificial intelligence provides substantial benefits, including improved efficiency in lesson planning, enhanced instructional creativity, and the ability to personalize student learning experiences. Teachers reported that artificial intelligence tools support adaptive learning and facilitate more engaging classroom activities. However, several challenges were also identified, such as limited digital literacy, concerns about over-reliance on technology, and ethical issues related to academic integrity and data use. In response to these challenges, teachers adopted various adaptive strategies, including continuous professional development, collaborative learning practices, and the selective and reflective use of artificial intelligence tools. The contribution of this research is artificial intelligence offers promising opportunities to enhance digital learning, its successful integration requires balanced implementation, ongoing teacher support, and the development of ethical guidelines. These findings contribute to a deeper understanding of how teachers navigate technological transformation in education.
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