The Integration of Artificial Intelligence (AI) into the Development of Javanese Language Instructional Material: An Analysis of Teachers’ Strategies, Challenges, and Practices

Nirbito Hanggoro Pribadi (Universitas Sebelas Maret)
Astiana Ajeng Rahadini (Universitas Sebelas Maret)
Favorita Kurwidaria (Universitas Sebelas Maret)
Kenfitria Diah Wijayanti (Universitas Sebelas Maret)
Dewi Pangestu Said (Universitas Sebelas Maret)
Nirbito Hanggoro Pribadi
Astiana Ajeng Rahadini
Favorita Kurwidaria
Kenfitria Diah Wijayanti
Dewi Pangestu Said
Prima Veronika (Universitas Sebelas Maret)

Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Vol. 7 No. 3 (2027)

The presence and rapid development of Artificial Intelligence (AI) has expanded its potential use in education and generated pedagogical and ethical challenges in education all at once, particularly in locality-based learning. Despite continuous development of studies on AI in education, the studies exploring how teacher utilizes AI to develop teaching material maintaining local language and culture characteristics are still limited. This research is intended to explore Javanese language teachers’ perspective on their strategies, challenges, and practices in utilizing AI to design instructional materials. Using qualitative method supporting with in-depth interview with seven Javanese language teachers experienced in using AI in instructional material design. Data analysis revealed three main findings. First, teachers utilized AI as a means of identifying students’ needs and materials, enhancing content, and drafting early instructional material. Second, AI implementation was still faced with various challenges, encompassing teachers’ limited digital competency, the need for time to carry out validation, AI’s limitation in representing linguistic and cultural characteristics of Javanese language contextually, and indecision over the validity of information source produced. Third, teachers formulated various adaptive strategies by positioning AI as supporting partner rather than as pedagogic decision maker, improves professional competency in AI use, and carries out critical evaluation, verification, and triangulation on all AI outputs before being implemented in the learning process. This finding expands literature on the integration of AI in education by demonstrating that AI potentially support locality-based instructional material design; moreover it is compensated with strong pedagogical supervision and teachers’ adequate professional competency. This research implication corroborates the importance of strengthening teachers’ AI literacy and developing AI system that is more sensitive to local language and cultural context to support more contextual, inclusive, and meaningful learning.