Greening Vocational Teacher Pedagogy Through AI Prompting: An Impact Study

Dedi Rohendi (Faculty of Engineering and Industrial Education, Universitas Pendidikan Indonesia)
Muhammad Oka Ramadhan (Technical and Vocational Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia)
Mustika Nuramalia Handayani (Agroindustrial Technology Education, Universitas Pendidikan Indonesia)
Yatti Sugiarti (Agroindustrial Technology Education, Universitas Pendidikan Indonesia)
Nisa Aulia Saputra (Technical and Vocational Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia)
Nisaudzakiah Utami (Technical and Vocational Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia)
Cucu Kurniati Nurlia (SMKN 5 Pangalengan)
Winda Widia Agustina (SMKN 5 Pangalengan)

Indonesian Journal of Community Services
Vol 8, No 1 (2026): May 2026

Studi berbasis masyarakat ini melaporkan program dua tahap bagi guru TVET dalam mengintergasikan desain kurikulum berorientasi green skills dengan pelatihan prompting kecerdasan buatan (AI) yang etis. Studi ini mengukur perubahan kompetensi AI dan pemahaman green skills, serta menguji keterkaitannya dengan kualitas rencana pembelajaran yang dinilai menggunakan rubrik portofolio berbasis Framework GREEN dengan desain one-group pretest–posttest (N=56). Hasil menunjukkan adanya peningkatan kompetensi AI dan pemahaman green skills yang signifikan secara statistik. Ditemukan adanya hubungan positif antara pemahaman green skills dan kualitas portofolio, sementara hubungan antara kompetensi AI dan kualitas portofolio tidak signifikan. Temuan ini mengindikasikan bahwa pemetaan konseptual green skills yang jelas merupakan penggerak utama kualitas desain pembelajaran, sedangkan AI berperan terutama sebagai alat pendukung setelah skema tersebut tertanam. Implikasi program mencakup prioritas pada contoh-contoh dan alat pemetaan green skills, panduan prompting AI yang terstruktur, serta penambahan siklus pendampingan iteratif untuk mengubah kemarhiran pemanfaatan AI dalam memproduksi produk instruksional yang lebih berkualitas.This community-based study reported a two-part professional development program for TVET teachers to integrate green-skills–oriented curriculum design with ethical AI prompting for lesson plan development. Using a one-group pretest–posttest design (N=56), we measured changes in AI competency and understanding of green skills and examined associations between post-training competencies and the quality of lesson plans produced with a GREEN Framework-aligned rubric. Teachers showed a statistically significant improvement in AI competency and green skills understanding. Results indicated a positive association between green skills understanding and portfolio quality, while the association with AI competency was not significant. We interpret these findings to mean that clear conceptual mapping of green skills is the proximate driver of design quality, and that AI serves primarily as an enabler once such schema is in place. Program implications include prioritizing green-skills exemplars and mapping tools, developing structured AI prompting guides, expanding rubric headroom to mitigate ceiling effects, and adding iterative coaching cycles to convert AI fluency into higher-quality instructional products.