Pelatihan Media Pembelajaran Interaktif Berbasis AI Dan H5P Bagi Guru MAN Surabaya
Abstract
Abstract : The rapid advancement of Artificial Intelligence (AI) in secondary education demands teachers to enhance their digital competence to design adaptive and interactive learning experiences. However, preliminary observation at MAN Surabaya indicated limited AI literacy and minimal exposure to H5P-based interactive tools.This training aimed to enhance the digital competence of MAN Surabaya teachers in utilizing Artificial Intelligence (AI) and H5P platform for developing interactive learning media. Using an ADDIE model-based capacity building approach, the training consisted of four phases: (1) needs assessment through pre-test, (2) conceptual training and hands-on practice, (3) mentoring for media development, and (4) outcome evaluation. Participants included 72 teachers from various subject backgrounds. Results demonstrated significant technological proficiency improvement: AI understanding increased by 11% (from 56% to 67%), while H5P awareness surged 58% (from 8% to 66%). Teachers successfully produced diverse interactive media including physics quizzes with instant feedback, visual-based 4P marketing materials, and psychology content using storytelling techniques.
Keywords: AI; digital literacy; H5P; interactive learning media, teacher
Abstrak : Perkembangan pesat Artificial Intelligence (AI) dalam pendidikan menengah menuntut guru untuk meningkatkan kompetensi digital mereka guna merancang pengalaman pembelajaran yang adaptif dan interaktif. Namun, observasi awal di MAN Surabaya menunjukkan bahwa literasi AI masih terbatas serta paparan terhadap perangkat pembelajaran interaktif berbasis H5P masih minimal. Pelatihan ini bertujuan meningkatkan kompetensi digital guru MAN Surabaya dalam memanfaatkan Artificial Intelligence (AI) dan platform H5P untuk pengembangan media pembelajaran interaktif. Melalui pendekatan capacity building berbasis model ADDIE, pelatihan meliputi empat tahap: (1) asesmen kebutuhan melalui pre-test, (2) pelatihan konseptual dan praktik, (3) pendampingan pengembangan media, dan (4) evaluasi hasil. Peserta terdiri dari 72 guru dengan beragam latar belakang mata pelajaran. Hasil menunjukkan peningkatan signifikan dalam penguasaan teknologi: pemahaman AI meningkat 11% (dari 56% menjadi 67%), sedangkan pengenalan H5P melonjak 58% (dari 8% menjadi 66%). Guru berhasil memproduksi berbagai media interaktif seperti kuis fisika dengan umpan balik instan, materi strategi pemasaran 4P berbasis visual, dan konten psikologi dengan pendekatan storytelling.
Kata kunci: AI; H5P; guru; literasi digital; media pembelajaran interaktif,
References
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. https://learningpolicyinstitute.org/product/teacher-prof-dev.
Delcker, J., Heil, J., Ifenthaler, D., Seufert, S., & Spirgi, L. (2024). First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learn-ing processes in higher education. In-ternational Journal of Educational Technology in Higher Education, 21(1), 18. https://doi.org/10.1186/s41239-024-00452-7
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or refor-mation? A paradoxical perspective from management educators. The In-ternational Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790
Lingam, N., & Lingam, G. I. (2023). Developing School Leaders in the Pa-cific. In Developing School Leaders in the Pacific. Springer Nature Singa-pore. https://doi.org/10.1007/978-981-99-4989-2
Muksiritipanun, B., Kaveenuntachai, D., Phungdee, T., & Rojtangkom, K. (2023). Development of a capacity-building program for older adults on health management and promotion for older adults in urban communities, Bangkok Metropolis. Journal of Pub-lic Health and Development, 21(2), 69–81. https://doi.org/10.55131/jphd/2023/210206
Pattern, M. L., & Newhart, M. (2018). Understanding Research Methods : An Overview Of The Essentials- (10th ed.). Routledge.
Phale, K., Li, F., Adjei Mensah, I., Omari-Sasu, A. Y., & Musah, M. (2021). Knowledge-Based Economy Capacity Building for Developing Countries: A Panel Analysis in South-ern African Development Communi-ty. Sustainability, 13(5), 2890. https://doi.org/10.3390/su13052890
Pol, J. van de, Volman, M., & Beishuizen, J. (2011). Patterns of con-tingent teaching in teacher–student interaction. Learning and Instruction, 21(1), 46–57. https://doi.org/10.1016/j.learninstruc.2009.10.004
Ribeiro, S. C., Selaya, N. G., Perz, S. G., Brown, F., Schmidt, F. A., Silva, R. C., & Lima, F. (2020). Aligning conservation and development goals with rural community priorities: ca-pacity building for forest health monitoring in an extractive reserve in Brazil. Ecology and Society, 25(3), art5. https://doi.org/10.5751/ES-11665-250305
Sharpe, P. A., Flint, S., Burroughs-Girardi, E. L., Pekuri, L., Wilcox, S., & Forthofer, M. (2015). Building Ca-pacity in Disadvantaged Communi-ties: Development of the Community Advocacy and Leadership Program. Progress in Community Health Part-nerships: Research, Education, and Action, 9(1), 113–127. https://doi.org/10.1353/cpr.2015.0003
Tommaso, B. D. V., Colin, van N., Carlos Vargas Alvarez, del C., & Renata, A. (2022). Artificial Intelli-gence and Digital Transformation Competencies for Civil Servants.
Walter, Y. (2024). Embracing the fu-ture of Artificial Intelligence in the classroom: the relevance of AI litera-cy, prompt engineering, and critical thinking in modern education. Inter-national Journal of Educational Technology in Higher Education, 21(1), 15. https://doi.org/10.1186/s41239-024-00448-3
Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: a threat to academic integrity or refor-mation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1), 21. https://doi.org/10.1186/s41239-024-00453-6
