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All Journal RETORIKA: Jurnal Ilmu Bahasa Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran E-Structural Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah DAYAH: Journal of Islamic Education Al-Arabi : Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Prosiding Konfererensi Nasional Bahasa Arab International Journal Artificial Intelligent and Informatics Abdi Cendekia: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Ilmu Sosial Educandumedia: Jurnal Ilmu Pendidikan dan Kependidikan
Dara Mubshirah
Universitas Islam Negeri Ar-Raniry Banda Aceh
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Pelatihan Kecerdasan Artifisial bagi Guru dalam Pengembangan Media dan Materi Bahasa di MTs Swasta Al-Amin Labuhanbatu Utara Gumarpi Rahis Pasaribu; Nanda Dwi Astri; Dara Mubshirah; Rani Arfianty; Murniati Br Barus; Nurainun Hasibuan
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 3 (2026): September
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i3.1169

Abstract

Perkembangan kecerdasan artifisial generatif membuka peluang bagi guru untuk mengembangkan media dan materi pembelajaran bahasa secara lebih cepat, variatif, dan adaptif, tetapi pemanfaatannya menuntut kemampuan pedagogis, verifikasi, serta pertimbangan etis. Kegiatan pengabdian kepada masyarakat ini bertujuan mendeskripsikan proses penguatan kompetensi guru dalam memanfaatkan kecerdasan artifisial untuk pengembangan media dan materi pembelajaran bahasa di MTs Swasta Al-Amin Labuhan Batu Utara. Kegiatan dilaksanakan pada Januari 2026 menggunakan pendekatan kualitatif deskriptif melalui pelatihan partisipatif, observasi, dokumentasi produk, refleksi, dan wawancara semi-terstruktur. Intervensi menggunakan siklus 5R, yaitu Rumuskan tujuan, Rancang perintah, Reviu keluaran, Relevansikan konteks, dan Refleksikan aspek etis. Analisis tematik diarahkan pada perubahan cara guru merancang penggunaan AI, menyusun prompt, memverifikasi keluaran, mengontekstualisasikan materi, dan mempertahankan agensi profesional. Hasil pembahasan memperlihatkan lima kecenderungan utama: orientasi penggunaan bergeser dari pencarian hasil instan menuju desain pedagogis; prompt menjadi lebih spesifik; verifikasi dipahami sebagai tahap wajib; materi lebih disesuaikan dengan konteks peserta didik; dan perhatian terhadap privasi serta tanggung jawab profesional meningkat. Temuan tersebut menegaskan bahwa kompetensi AI guru bahasa tidak cukup berupa keterampilan operasional, melainkan perlu diposisikan sebagai literasi AI pedagogis yang berpusat pada tujuan pembelajaran dan kontrol profesional guru.
The Role of Artificial Intelligence in Enhancing Foreign Language Learning: Toward Guided Human–AI Language Learning (GHAILL) John Bunce; Gumarpi Rahis Pasaribu; Nanda Dwi Astri; Nurainun Hasibuan; Dara Mubshirah
International Journal Artificial Intelligent and Informatics Vol. 4 No. 3 (2026): August 2026
Publisher : Research and Social Study Institute (ReSSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/0sdyya49

Abstract

  Artificial intelligence (AI) is rapidly reshaping foreign language learning by providing learners with immediate linguistic support, conversational practice, adaptive feedback, and opportunities for learning beyond formal classroom time. Yet the pedagogical value of AI cannot be reduced to technological availability alone. This qualitative study is designed to explore how 30 university students experience AI-supported foreign language learning, with particular attention to speaking development, learner agency, engagement, feedback, confidence, self-regulated learning, and critical AI literacy. Data are to be collected through semi-structured interviews and, where available, supplementary learning reflections or AI interaction records. The study adopts reflexive thematic analysis to identify patterns in how students use AI to rehearse speech, generate ideas, expand vocabulary, check grammar, seek pronunciation support, manage speaking anxiety, and regulate independent learning. At the same time, the study examines tensions related to inaccurate output, dependency, superficial learning, privacy, academic integrity, and the limited authenticity of machine-mediated interaction. The manuscript proposes Guided Human-AI Language Learning (GHAILL) as an interpretive model in which learners move from goal setting to AI-mediated practice, critical evaluation, linguistic modification, human communication, and reflection. The central argument is that AI is most educationally valuable when it functions as a scaffold and rehearsal partner rather than a substitute for learner thinking, teacher guidance, or human interaction. The study contributes to emerging scholarship on generative AI in language education by connecting AI use with agency, self-regulation, willingness to communicate, and speaking development in a university context.
Co-Authors Erikson Saragih Gumarpi Rahis Pasaribu Gumarpi Rahis Pasaribu John Bunce M. Husnan Lubis Mulyadi Mulyadi Murniati Br Barus Nanda Dwi Astri Nurainun Hasibuan Nurainun Hasibuan Rani Arfianty Rani Arfianty Salma Hayati