<![CDATA[Beban kerja administratif yang tinggi sering mengurangi waktu guru dan tenaga kependidikan untuk fokus pada kegiatan pembelajaran, sehingga diperlukan strategi pemanfaatan teknologi kecerdasan buatan (AI) untuk meningkatkan produktivitas kerja. Kegiatan Pengabdian kepada Masyarakat ini bertujuan meningkatkan pemahaman dan keterampilan guru serta tenaga kependidikan SDN Kebagusan 01 dalam memanfaatkan AI untuk mendukung tugas administratif dan penunjang pembelajaran. Metode pelaksanaan dibagi menjadi tiga tahap: (1) eksplorasi melalui survei dan observasi untuk memetakan kebutuhan dan literasi teknologi; (2) elaborasi melalui seminar, pendampingan, dan tugas mandiri yang mengarahkan peserta mempraktikkan penggunaan AI (seperti ChatGPT, Gemini, Copilot, dan Scite) dalam alur kerja harian; serta (3) evaluasi melalui kuesioner dan monitoring dan evaluasi (MONEV). Kuesioner diisi oleh 19 responden (guru dan tenaga kependidikan). Hasil menunjukkan 78,9% responden berada pada tingkat kemampuan teknologi menengah dan 68,4% menggunakan AI minimal beberapa kali dalam seminggu. Sebanyak 73,7% menyatakan AI dapat menghemat waktu kerja dan 63,2% menilai AI meningkatkan kualitas hasil kerja. Namun, 68,4% responden masih merasa perlu pelatihan khusus, dengan kendala utama berupa keterbatasan infrastruktur, perangkat, dan variasi kemampuan individu. Kegiatan ini terbukti meningkatkan kesiapan dan pemanfaatan AI di sekolah, sekaligus memberikan dasar bagi perancangan program lanjutan yang lebih terstruktur untuk mengoptimalkan produktivitas guru dan tenaga kependidikan. High administrative workloads often reduce the time of teachers and education staff to focus on learning activities, so a strategy for utilizing artificial intelligence (AI) technology is needed to increase work productivity. This Community Service activity aims to improve the understanding and skills of teachers and education staff of SDN Kebagusan 01 in utilizing AI to support administrative tasks and support learning. The implementation method is divided into three stages: (1) exploration through surveys and observations to map the needs and technology literacy; (2) elaboration through seminars, mentoring, and self-directed tasks that direct participants to practice the use of AI (such as ChatGPT, Gemini, Copilot, and Scite) in daily workflows; and (3) evaluation through questionnaires and monitoring and evaluation (MONEV). The questionnaire was filled out by 19 respondents (teachers and education staff). The results showed that 78.9% of respondents were at the intermediate level of technological proficiency and 68.4% used AI at least a few times a week. As many as 73.7% stated that AI can save work time and 63.2% assessed that AI improves the quality of work results. However, 68.4% of respondents still felt the need for special training, with the main obstacles being limited infrastructure, devices, and variations in individual abilities. This activity has been proven to increase the readiness and utilization of AI in schools, as well as provide a basis for designing more structured advanced programs to optimize the productivity of teachers and education staff.]]>
