Pemanfaatan Gemini AI Sebagai Media Pendukung Pembelajaran Di SMKS Arroja Tasikmalaya

Alicia Pramesti (Universitas Muhammadiyah Tasikmalaya)
Alfadl Habibie (Universitas Muhammadiyah Tasikmalaya)
Taofik Muhammad (Universitas Muhammadiyah Tasikmalaya)

JURNAL ILMIAH PENELITIAN MAHASISWA
Vol 4 No 6 (2026): Desember

Advances in digital technology and the demands of 21st-century learning call for adaptive and personalised learning resources; however, at SMKS Arroja Tasikmalaya, Year 11 pupils still face difficulties in understanding abstract and complex subject matter, teachers have limited time for individual support, and pupils show little initiative in asking questions. This study aims to describe the utilisation of Gemini AI as a learning support tool at SMKS Arroja Tasikmalaya. The study employs a qualitative approach using a survey method. Data were collected through non-participant observation, semi-structured interviews with IT teachers and students, and a questionnaire distributed to 50 Year 11 TKJ students. Data analysis was conducted using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and drawing conclusions, supplemented by triangulation of sources and techniques. The results of the study indicate that Gemini AI is utilised selectively and specifically for difficult topics such as subnetting, IP addresses, and network troubleshooting, with teachers acting as facilitators who guide students’ exploration and subsequently discuss the results in class. Students gave positive feedback: over 90 per cent found Gemini AI easy to use, 70 per cent considered it a useful learning resource, 64 per cent felt it helped them complete tasks more quickly, and 74 per cent felt it aided their learning. However, the benefits regarding in-depth understanding (around 46 per cent) and independent learning (38–52 per cent) were not yet optimal. The main constraints were limited internet connectivity (74 per cent) and the need for technical guidance (48 per cent). These findings suggest that the use of Gemini AI has the potential to enhance vocational learning provided it is supported by adequate internet infrastructure, teachers’ scaffolding strategies, and improved digital literacy amongst students so that the technology is used critically and does not lead to dependency.