<![CDATA[Abstract This study aims to examine the level of knowledge and readiness of elementary school teachers toward the Coding and Artificial Intelligence Curriculum (KKA). The research employed a descriptive quantitative approach using a survey method. Data were collected through a Likert-scale questionnaire measuring teachers’ knowledge and readiness in implementing KKA. The participants consisted of 25 elementary school teachers. Data were analyzed using descriptive statistics, including mean, median, standard deviation, minimum and maximum values, and quartiles. The results indicate that teachers’ knowledge of KKA is in the high category, with a mean score of 3.82, a median of 3.80, and a standard deviation of 0.43. Knowledge scores ranged from 3.00 to 4.60, suggesting that most teachers have a good understanding of the basic concepts and objectives of KKA. Meanwhile, teachers’ readiness to implement KKA is categorized as moderate to high, with a mean score of 3.59, a median of 3.60, and a standard deviation of 0.43, with scores ranging from 2.80 to 4.40. These findings indicate that teachers demonstrate initial readiness to implement KKA, although further capacity building and professional training are still required. In conclusion, while elementary school teachers generally possess adequate knowledge of the Coding and Artificial Intelligence Curriculum, their instructional readiness needs to be strengthened through continuous professional development and systematic support. Abstrak Penelitian ini bertujuan untuk mengetahui tingkat pengetahuan dan kesiapan guru Sekolah Dasar terhadap Kurikulum Koding dan Kecerdasan Artifisial (KKA). Penelitian menggunakan pendekatan kuantitatif deskriptif dengan metode survei. Instrumen penelitian berupa angket skala Likert yang mencakup aspek pengetahuan dan kesiapan guru dalam pembelajaran KKA. Responden penelitian berjumlah 25 guru Sekolah Dasar. Data dianalisis menggunakan statistik deskriptif meliputi nilai mean, median, standar deviasi, nilai minimum, maksimum, dan kuartil. Hasil analisis menunjukkan bahwa pengetahuan guru terhadap KKA berada pada kategori tinggi dengan nilai rata-rata 3,82, median 3,80, dan standar deviasi 0,43. Skor pengetahuan guru berada pada rentang 3,00–4,60, yang mengindikasikan bahwa sebagian besar guru telah memahami konsep dasar dan tujuan KKA. Sementara itu, kesiapan guru dalam pembelajaran KKA berada pada kategori sedang menuju tinggi dengan nilai rata-rata 3,59, median 3,60, dan standar deviasi 0,43, dengan rentang skor 2,80–4,40. Temuan ini menunjukkan adanya kesiapan awal guru untuk mengimplementasikan KKA, meskipun masih diperlukan penguatan kompetensi dan dukungan pelatihan. Berdasarkan hasil tersebut, dapat disimpulkan bahwa meskipun guru Sekolah Dasar telah memiliki pengetahuan yang baik tentang KKA, kesiapan implementatif masih perlu ditingkatkan melalui pendampingan berkelanjutan dan pengembangan profesional guru.]]>
Copyrights © 2025
