<![CDATA[Abstrak: Kemajuan kecerdasan buatan (AI) membuka peluang personalisasi materi, umpan balik waktu nyata, dan efisiensi manajemen kelas, namun pemanfaatannya oleh guru di Indonesia masih terbatas akibat rendahnya literasi AI serta isu etika, privasi data, dan kesenjangan akses. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan literasi AI dan keterampilan praktis guru dalam mengintegrasikan AI untuk perencanaan, pelaksanaan, dan evaluasi pembelajaran. Mitra kegiatan adalah SMK Assalam Malang, sekolah menengah kejuruan yang berorientasi pada penguatan kompetensi digital. Metode pelaksanaan menggunakan lokakarya interaktif-partisipatif yang mencakup pengenalan konsep dasar AI, pemanfaatan chatbot dan asisten virtual, perancangan prompt untuk personalisasi materi ajar, serta pembahasan prinsip penggunaan AI yang etis. Tahapan kegiatan meliputi persiapan (pembentukan tim, penyusunan modul, koordinasi sarana), pelaksanaan (praktik langsung berbasis studi kasus mata pelajaran), dan evaluasi melalui kuesioner pra–pasca serta umpan balik peserta. Hasil menunjukkan peningkatan pemahaman yang nyata: sebelum pelatihan hanya 30% guru memiliki pemahaman dasar AI, sedangkan setelah pelatihan 70% guru menyatakan memahami dan mampu menggunakan AI dalam konteks pembelajaran; 30% lainnya masih memerlukan pendampingan lanjutan. Secara kualitatif, guru melaporkan peningkatan kepercayaan diri, percepatan penyusunan materi dan instrumen evaluasi, serta efisiensi pekerjaan administratif (olah data dan pelaporan) yang lebih terstruktur dan berbasis data. Abstract: Advances in artificial intelligence (AI) offer opportunities for personalized learning materials, real-time feedback, and more efficient classroom management. However, AI adoption among teachers in Indonesia remains limited due to low AI literacy as well as ethical, data privacy, and digital access issues. This community service program aimed to improve teachers’ AI literacy and practical skills in integrating AI into lesson planning, instructional delivery, and learning assessment. The partner institution was SMK Assalam Malang, a vocational secondary school focused on strengthening digital competencies. The program employed an interactive, participatory workshop method covering basic AI concepts, the use of chatbots and virtual assistants, prompt design for personalizing teaching materials, and ethical principles for responsible AI use. Implementation stages included preparation (team formation, module development, and coordination of facilities), execution (hands-on practice using subject-specific case studies), and evaluation through pre–post questionnaires and participant feedback. The results indicated a clear improvement in teachers’ understanding: prior to the training, only 30% of teachers reported basic AI knowledge, whereas after the workshop 70% reported understanding and being able to use AI in instructional contexts; the remaining 30% still required further mentoring. Qualitative feedback also showed increased teacher confidence, faster development of teaching materials and assessment instruments, and improved efficiency in administrative tasks (data processing and reporting) with more structured, data-driven outputs.]]>
