TRANSFORMASI PEDAGOGI DIGITAL: PERSEPSI GURU TERHADAP PENGGUNAAN AI-GENERATED EDUCATIONAL VIDEOS DALAM PEMBELAJARAN FLIPPED CLASSROOM - Titik Agustina; Supardi (Prodi Pendidikan Bahasa dan Sastra Indonesia, FKIP, UNIKU, 2026)
ABSTRAK: Perkembangan Artificial Intelligence (AI) telah mendorong transformasi pedagogi digital dalam pendidikan, termasuk melalui penggunaan AI-generated educational videos dalam pembelajaran flipped classroom. Penelitian ini bertujuan mengeksplorasi persepsi guru terhadap penggunaan AI-generated educational videos dalam pembelajaran bahasa Inggris di madrasah dengan fokus pada kesiapan digital, efektivitas pedagogis, transformasi peran guru, dan tantangan implementasi teknologi AI. Penelitian menggunakan pendekatan mixed-method yang melibatkan guru bahasa Inggris dan 100 siswa dari dua madrasah dengan karakteristik berbeda, yaitu MAN 1 Mataram sebagai madrasah urban dan MA Fajrul Hidayah Al-Ma’arif NU Batujai sebagai madrasah semi-rural. Data kuantitatif diperoleh melalui angket skala Likert, sedangkan data kualitatif dikumpulkan melalui wawancara semi-terstruktur dan observasi kelas. Hasil penelitian menunjukkan bahwa guru memiliki persepsi positif terhadap penggunaan AI-generated educational videos karena mampu meningkatkan efisiensi pembelajaran, keterlibatan siswa, dan implementasi pembelajaran yang lebih interaktif serta student-centered. Penggunaan flipped classroom juga mendorong perubahan peran guru dari penyampai materi menjadi fasilitator pembelajaran yang lebih aktif dalam membimbing diskusi dan kolaborasi siswa. Namun demikian, penelitian ini juga menemukan sejumlah tantangan, seperti keterbatasan akses internet, perbedaan literasi digital, keterbatasan infrastruktur teknologi, serta kebutuhan adaptasi pedagogis secara berkelanjutan. Guru di MAN 1 Mataram menunjukkan tingkat kesiapan digital dan penerimaan teknologi yang lebih tinggi dibandingkan guru di MA Fajrul Hidayah Al-Ma’arif NU Batujai karena didukung infrastruktur dan pengalaman teknologi yang lebih baik. Secara keseluruhan, penelitian ini menunjukkan bahwa AI-generated educational videos memiliki potensi besar dalam mendukung transformasi pedagogi digital di lingkungan madrasah, meskipun keberhasilan implementasinya tetap memerlukan dukungan infrastruktur, kesiapan guru, dan pengembangan kompetensi digital secara berkelanjutan. KATA KUNCI: AI-Generated Educational Videos; artificial intelligence; Flipped Classroom; pedagogi digital; persepsi guru > DIGITAL TRANSFORMATION PEDAGOGY: TEACHER’ PERCEPTION OF THE USE OF AI-GENERATED EDUCATIONAL VIDEOS IN FLIPPED CLASSROOM LEARNING ABSTRACT: The development of Artificial Intelligence (AI) has accelerated the transformation of digital pedagogy in education, including through the use of AI-generated educational videos in flipped classroom learning. This study aims to explore teachers’ perceptions of the use of AI-generated educational videos in English language learning at madrasahs, focusing on digital readiness, pedagogical effectiveness, the transformation of teachers’ roles, and the challenges of AI technology implementation. The study employed a mixed-method approach involving English teachers and 100 students from two madrasahs with different characteristics: MAN 1 Mataram as an urban madrasah and MA Fajrul Hidayah Al-Ma’arif NU Batujai as a semi-rural madrasah. Quantitative data were collected through Likert-scale questionnaires, while qualitative data were obtained through semi-structured interviews and classroom observations. The findings reveal that teachers hold positive perceptions toward the use of AI-generated educational videos, as they enhance learning efficiency, student engagement, and the implementation of more interactive and student-centered learning. The flipped classroom approach also encourages the transformation of teachers’ roles from knowledge transmitters to learning facilitators who actively guide student discussions and collaboration. However, the study also identified several challenges, including limited internet access, differences in digital literacy, inadequate technological infrastructure, and the need for continuous pedagogical adaptation. Teachers at MAN 1 Mataram demonstrated higher levels of digital readiness and technology acceptance compared to teachers at MA Fajrul Hidayah Al-Ma’arif NU Batujai, supported by better infrastructure and greater technological experience. Overall, this study indicates that AI-generated educational videos have significant potential to support digital pedagogical transformation in madrasah contexts, although successful implementation still requires adequate infrastructure, teacher readiness, and continuous development of digital competencies. KEYWORDS: AI-Generated Educational Videos; artificial intelligence; Flipped Classroom; digital pedagogy; teacher perception