OPTIMALISASI ARTIFICIAL INTELLIGENCE BAGI GURU DALAM MEMBUAT INSTRUMEN PEMBELAJARAN DENGAN PENDEKATAN DEEP LEARNING: PEMBUATAN INSTRUMEN PEMBELAJARAN BERBASIS AI - Sri Haryati; Rasmiwetti; Roza Linda; Erviyenni; Rini; Siti Nazhifah; Wulandari (Departemen Budidaya Pertanian Fakultas Pertanian UNHAS, 2026)
Perkembangan teknologi digital menuntut guru untuk mampu memanfaatkan Artificial Intelligence (AI) dalam penyusunan instrumen pembelajaran yang inovatif dan relevan dengan kebutuhan abad ke-21. Namun, keterbatasan literasi digital menyebabkan sebagian guru belum optimal dalam mengintegrasikan AI ke dalam proses pembelajaran. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi guru dalam menyusun instrumen pembelajaran berbasis AI melalui pendekatan Deep Learning. Kegiatan dilaksanakan dalam bentuk workshop intensif di SMA Negeri 2 Tapung Hilir, Kabupaten Kampar, dengan melibatkan 34 guru dari berbagai bidang studi. Pengumpulan data dilakukan melalui pre-test dan post-test literasi AI serta penilaian terhadap produk perangkat pembelajaran yang dihasilkan peserta. Hasil evaluasi menunjukkan bahwa rata-rata skor literasi AI guru meningkat dari 3,66 pada pre-test menjadi 4,28 pada post-test dalam skala 1–5. Peningkatan tersebut menunjukkan adanya perkembangan pemahaman guru terkait penerapan AI dalam pembelajaran, khususnya dalam penyusunan prompt efektif dan pengembangan asesmen adaptif. Selain itu, lebih dari 75% peserta berhasil menghasilkan perangkat pembelajaran berbasis AI berupa RPP, bahan ajar, media pembelajaran, dan instrumen asesmen yang valid, kontekstual, serta sesuai dengan Kurikulum Merdeka. Hasil kegiatan menunjukkan bahwa pelatihan berbasis praktik langsung efektif dalam meningkatkan literasi digital dan keterampilan guru dalam mengembangkan instrumen pembelajaran berbasis AI. Kata kunci: Artificial Intelligence, Deep Learning, Instrumen Pembelajaran, Literasi Digital. ABSTRACT The development of digital technology requires teachers to adapt to the use of Artificial Intelligence (AI) in designing innovative learning instruments that are relevant to 21st-century educational needs. However, limited digital literacy has prevented many teachers from optimally integrating AI into the learning process. This community service activity aimed to improve teachers’ competencies in developing AI-based learning instruments through a Deep Learning approach. The program was conducted as an intensive workshop at SMA Negeri 2 Tapung Hilir, Kampar Regency, involving 34 teachers from various subject areas. Data were collected through AI literacy pre-tests and post-tests, as well as evaluations of the learning products developed by participants. The evaluation results showed that the average AI literacy score increased from 3.66 in the pre-test to 4.28 in the post-test on a 1–5 scale. This improvement indicates enhanced teacher understanding of AI implementation in learning, particularly in constructing effective prompts and developing adaptive assessments. In addition, more than 75% of participants successfully produced AI-based learning instruments, including lesson plans, teaching materials, learning media, and assessment instruments that were valid, contextual, and aligned with the Merdeka Curriculum. The findings indicate that practice-based training is effective in improving teachers’ digital literacy and their skills in developing AI-based learning instruments. Keywords: Artificial Intelligence, Deep Learning, Learning Instruments, Digital Literacy.