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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Indonesian Journal of Primary Education Journal on Education Jurnal Ilmiah Mandala Education (JIME) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) HINEF : Jurnal Rumpun Ilmu Pendidikan Edukasiana: Jurnal Inovasi Pendidikan Room of Civil Society Development GEMBIRA (Pengabdian Kepada Masyarakat) PEMIMPIN - Pengabdian Masyarakat Ilmu Pendidikan Indonesian Journal of Primary Education Room of Civil Social Development
Mbuik, Heryon Bernard
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Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Integration of Deep Learning in AI-Based Learning to Improve Primary School Teachers’ Digital Literacy: Integrasi Deep Learning dalam Pembelajaran Berbasis AI untuk Meningkatkan Literasi Digital Guru Sekolah Dasar Mbuik, Heryon Bernard; Anastasia Hendrik, Hingrida Margarita Anastasia Hendrik; Nakmofa, Musa Daniel
Room of Civil Society Development Vol. 5 No. 1 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.772

Abstract

This community service (PKM) program addresses the need to strengthen digital literacy and pedagogically grounded artificial intelligence (AI) integration among primary school teachers. The program implemented a practice-based training model combined with a co-design pedagogy approach, enabling teachers to actively engage as learning designers rather than passive technology users. The activity was conducted at SDN Oetona, Kupang, involving twelve primary school teachers. Evaluations were carried out through pre- and post-tests, observation of instructional practices, and guided reflective responses. The findings indicate a notable improvement in teachers’ conceptual understanding, operational readiness, and confidence in integrating AI into lesson planning and classroom activities, with 80% of participants demonstrating the ability to apply basic AI tools for instructional support. Despite positive outcomes, the program faced limitations related to training duration, participant scale, and device availability. As a follow-up strategy, a school-based learning community was established to support sustained collaboration, mentoring, and the gradual development of AI-supported pedagogical practices in primary education.
Integration of Deep Learning in AI-Based Learning to Improve Primary School Teachers’ Digital Literacy: Integrasi Deep Learning dalam Pembelajaran Berbasis AI untuk Meningkatkan Literasi Digital Guru Sekolah Dasar Mbuik, Heryon Bernard; Anastasia Hendrik, Hingrida Margarita Anastasia Hendrik; Nakmofa, Musa Daniel
Room of Civil Society Development Vol. 5 No. 1 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.772

Abstract

This community service (PKM) program addresses the need to strengthen digital literacy and pedagogically grounded artificial intelligence (AI) integration among primary school teachers. The program implemented a practice-based training model combined with a co-design pedagogy approach, enabling teachers to actively engage as learning designers rather than passive technology users. The activity was conducted at SDN Oetona, Kupang, involving twelve primary school teachers. Evaluations were carried out through pre- and post-tests, observation of instructional practices, and guided reflective responses. The findings indicate a notable improvement in teachers’ conceptual understanding, operational readiness, and confidence in integrating AI into lesson planning and classroom activities, with 80% of participants demonstrating the ability to apply basic AI tools for instructional support. Despite positive outcomes, the program faced limitations related to training duration, participant scale, and device availability. As a follow-up strategy, a school-based learning community was established to support sustained collaboration, mentoring, and the gradual development of AI-supported pedagogical practices in primary education.
Co-Authors Aditia Putra Bessie Adu, Indra Apriani Aditia Agni Leo Anastasia Hendrik, Hingrida Margarita Anastasia Hendrik Aprianus Raga Lomi Asbin Umbu Deta Asti Y. Benu Auw, Happy Bayu Cindi Febriani Bianome Beama, Elisabet Benu, Keti Serli Boka, Lusia Kali Boys, Wasty Rhegina Bureni, Loisa Ceunfin, Bernadino Chirstoforus Ngabu Clerinzia Tallo Daitana, Yudonia Umbu Regu Desi Benu Diana Yani Fallo Elisabetth Rakmeni, Tarmi Nenometa Ello, Dewi Klara Esti Nuban Feka, Viktorius Paskalis Felsita Hendrik Gracela Natalia Hendrik Guterres, Julio Ernandes Henuk , Netti Nertelda Imanuel Bani, Yuliana Halek Imanuel Martinus Ndiy Insantuan, Maria Dea Gracia Leu Isu, Yishariana Lidyati Jhavier Dima Jhon Enstein Ketlin Manafe Kristina E. N. Nahak Lay, Konradia Aprista Moi Manek, Maria Derosari Muti Marci Tasuib Margareta Somi Haring Maria Bite Maria Ferdiana Bikolo Maria Herniyati Bria Maria Sogen Masae, Ariani Indah Lestari Miksan Olla Mimi S.D Benu Missa, Hilda Anjela Modok, Elsya Yesriyana Moh. Syukron Hamzah Nahak, Kristina E. Noya Nahak, Roswita Lioba Naitili, Cornelia Amanda Nakmofa, Musa Daniel Netti Nertelda Henuk Ningsih Abigail Tasoin Nitte, Yulsy Marselina Onggong, Celine Paku, Elvarista Rizaldy Taneo Roni Roberto Seo Talan Roswita Lioba Nahak Saldanha, Josefina Bareto Sandro Ndun Siki, Lidya Sine, Camelia Sogen, Maria Magdalena Beatrice Suan, Asri Marsilda Talan, Sriwanty Tanggur, Femberianus Sunario Teme, Imelda Silvia Tersia Nena Mogi Timu, Demitrius Vlora.Toineno, Dewi Banamtuan Wulan Baidenggan Yerison Mbuik Yulsy M. Nitte