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All Journal IJoLE: International Journal of Language Education Jurnal Paedagogy
Purnama, M. Rokhman
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teacher’s Readiness Toward Artificial Intelligence in The School of North Bali Purnama, M. Rokhman; Adnyana, I Putu Iwan Krisna; Sogen, Afrianto T.L; Indrawan, Gede; Santosa, Made Hery
Jurnal Paedagogy Vol 12, No 1 (2025): Jurnal Paedagogy (January 2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i1.13707

Abstract

This study aims to analyze teachers' readiness to integrate artificial intelligence into education for the digital revolution. In this study, teachers were randomly selected with a total of 73 teachers from various subjects. This research used a quantitative method of using questionnaires for data collection. The data analysis technique in this research uses descriptive quantitative.  Based on the research findings, technical ability, institutional support, adequate technological infrastructure, and school facilities affected teachers' readiness to use various types of artificial intelligence. Urban teachers were more ready than rural teachers, largely because urban teachers have more access to training materials and technology than rural teachers. In the future, in enabling AI to be used effectively to improve learning standards, government support needs to conduct specialized AI training at various school levels from urban to rural areas, in particular, stronger institutional support, and better school infrastructure and facilities to enhance teachers' readiness to face the digital revolution in education.
Investigating Dimensions of Teacher Reflective Practice at Language Teachers Purnama, M. Rokhman; Hanifah, Hanifah; Abdullah, Mohamad Syarief; Sogen, Afrianto T. L.; Santosa, Made Herry; Parwati, Ni Nyoman
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74939

Abstract

This study examines the implementation of teachers ‘reflective practice in elementary schools in Bekasi, Indonesia, by analyzing teachers’ self-reflection strategies, challenges, and their impact on improving teaching. Reflective teaching practices have been increasingly recognized as a fundamental approach to improving teaching effectiveness and promoting professional growth among educators. By utilizing a mixed methods approach, data was collected from 198 language teachers through the Teacher Reflective Practice Questionnaire and in-depth interviews. The study explored five main dimensions of teacher reflection: interpersonal, intrapersonal, critical, behavioral, and strategic reflection. The results highlight the need for structured professional development programmers and institutional support to facilitate sustainable reflective teaching practices. In addition, the study underscores the importance of collaboration among educators, encouraging peer-to-peer discussions and self-assessment methods to enhance reflective practice. The findings show that teachers demonstrated high levels of interpersonal and behavioral reflection, with strong engagement in student interactions and classroom adjustments as there are still challenges in integrating reflective strategies into daily teaching due to time constraints, lack of institutional support, and limited professional development opportunities. In addition, teachers show varying levels of engagement in strategic reflection, especially in adopting technology-based reflection tools.  By addressing these gaps, policymakers and educational institutions can design more effective training programmers that support teachers to become lifelong learners. Ultimately, fostering a culture of reflection in teaching not only improves educators’ professional competence, but also enhances students’ learning experiences and outcomes
Teacher’s Readiness Toward Artificial Intelligence in The School of North Bali Purnama, M. Rokhman; Adnyana, I Putu Iwan Krisna; Sogen, Afrianto T.L; Indrawan, Gede; Santosa, Made Hery
Jurnal Paedagogy Vol. 12 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i1.13707

Abstract

This study aims to analyze teachers' readiness to integrate artificial intelligence into education for the digital revolution. In this study, teachers were randomly selected with a total of 73 teachers from various subjects. This research used a quantitative method of using questionnaires for data collection. The data analysis technique in this research uses descriptive quantitative.  Based on the research findings, technical ability, institutional support, adequate technological infrastructure, and school facilities affected teachers' readiness to use various types of artificial intelligence. Urban teachers were more ready than rural teachers, largely because urban teachers have more access to training materials and technology than rural teachers. In the future, in enabling AI to be used effectively to improve learning standards, government support needs to conduct specialized AI training at various school levels from urban to rural areas, in particular, stronger institutional support, and better school infrastructure and facilities to enhance teachers' readiness to face the digital revolution in education.
Co-Authors Abdullah, Mohamad Syarief Adnyana, I Putu Iwan Krisna Gede Indrawan hanifah hanifah Made Hery Santosa Ni Nyoman Parwati Santosa, Made Herry Sogen, Afrianto T. L. Sogen, Afrianto T.L