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p-Index From 2021 - 2026
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All Journal Klasikal: Journal of Education, Language Teaching and Science
Andi Hamsiah
Graduate Program, Universitas Bosowa, Jl. Urip Sumoharjo Km 4, Makassar 90231, Indonesia.
Education Languange, Linguistic, Communication & Media Mathematics Other

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THE RELATIONSHIP BETWEEN TEACHERS' DIGITAL LITERACY AND INSTRUCTIONAL INNOVATION Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1910

Abstract

Digital transformation in primary education requires teachers not only to operate devices but also to have the digital literacy to select information, evaluate sources, design learning experiences, communicate and collaborate, and use technology safely and ethically. This article analyses the relationship between teachers' digital literacy and instructional innovation, with SDN 149 Amessangeng as an illustrative context for school development. The study employed a systematic literature review (SLR) guided by the transparency principles of PRISMA 2020. The review focused on publications from 2021 to 2025 addressing teachers' digital competence or literacy, technology integration, pedagogical innovation, instructional design, and digital transformation in education. The synthesised sources included peer-reviewed studies and reports from international organisations relevant to primary education and teacher professional development. The findings indicate a positive and mutually reinforcing relationship between teachers' digital literacy and instructional innovation. Teachers with stronger digital literacy tend to have greater capacity to select technologies aligned with learning objectives, diversify media and activities, implement digitally supported formative assessment, provide opportunities for personalisation, and develop collaborative, learner-centred instruction. However, digital literacy does not automatically produce innovation without supportive school leadership, adequate infrastructure, a collaborative culture, time for experimentation, and continuous professional development. For SDN 149 Amessangeng, the findings imply the need for pedagogically oriented digital literacy programs rather than application-centred training. The school is encouraged to develop teacher learning communities, shared repositories of instructional resources, needs-based mentoring, and evaluation of innovation based on student engagement and learning quality. The review confirms that teachers' digital literacy is an important foundation for relevant, inclusive, safe, and sustainable instructional innovation in primary schools
TEACHER READINESS TO IMPLEMENT ARTIFICIAL INTELLIGENCE-ASSISTED DEEP LEARNING AT SDN 221 BULU DUA Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i3.1911

Abstract

The rapid development of generative artificial intelligence (AI) and the strengthening of Indonesia's Deep Learning (Pembelajaran Mendalam) policy require elementary school teachers to demonstrate readiness that is not merely technical, but also pedagogical, ethical, reflective, and adaptive. This study aims to describe teachers' competency readiness to implement AI-assisted Deep Learning at SDN 221 Bulu Dua. A descriptive qualitative approach is employed, focusing on five dimensions of readiness: conceptual understanding of Deep Learning, pedagogical competence, AI literacy and competence, ethical-professional competence, and adaptive-collaborative readiness. Data are designed to be collected through semi-structured interviews, classroom observations, and analysis of instructional documents involving the school principal and classroom teachers. Data analysis follows the stages of data condensation, data display, conclusion drawing, and thematic verification. The findings indicate that teacher readiness is at a developing stage. Teachers understand the importance of mindful, meaningful, and joyful learning and show positive attitudes toward using AI to design teaching materials, trigger questions, differentiation strategies, and formative assessment. However, competence in designing activities that promote knowledge transfer, deep reflection, validation of AI outputs, data protection, and transparent AI use remains uneven. Major supporting factors include school leadership, a culture of sharing among teachers, access to devices, and willingness to learn, whereas barriers include limited structured training, differences in digital literacy, connectivity quality, and the absence of school-level operational guidelines for AI use. The study recommends practice-based professional development, teacher learning communities, AI ethics protocols, and instructional planning models that position AI as a support tool while retaining teachers as the primary pedagogical decision makers.
LANGUAGE EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: LEARNING INNOVATIONS TO ENHANCE STUDENTS' DIGITAL LITERACY AND LANGUAGE COMPETENCE AT SD NEGERI 7 SALOTUNGO Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1912

Abstract

The development of generative artificial intelligence has changed the ways in which information is produced, accessed, evaluated, and used in learning. These changes have direct implications for language education in primary schools because language competence is now closely intertwined with the ability to read digital information, formulate questions, check the accuracy of answers, and use technology safely and responsibly. This study aims to analyze artificial intelligence-assisted language learning innovations that are relevant to improving students' digital literacy and language competence at SD Negeri 7 Salotungo. The study employed a qualitative approach through an integrative literature review of scholarly articles, reports from international organizations, and education policy documents published during the 2021-2025 period. The analysis was conducted through theme identification, categorization of findings, comparison across sources, and pedagogical synthesis. The findings indicate that artificial intelligence can support reading instruction, vocabulary development, writing, speaking, and language reflection when it is positioned as a supporting tool governed by learning objectives and teacher mediation. Improving digital literacy should not be understood merely as the ability to operate devices; it also includes the ability to formulate information needs, evaluate the credibility of AI outputs, recognize bias and errors, protect privacy, understand authorship, and verify information. Based on this synthesis, the article proposes a six-stage contextual learning model for SD Negeri 7 Salotungo: orientation to learning goals and digital safety, exploration of texts or language problems, guided AI interaction, critical verification, production and revision of language work, and reflection and responsible publication. This model positions teachers as designers, filters, and guarantors of learning quality. Gradual, age-appropriate implementation that remains oriented toward authentic language activities is considered the most promising approach to strengthening language competence while simultaneously developing students' digital literacy.
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