<![CDATA[This study aims to improve madrasah teachers’ digital competence in developing teaching modules for the Merdeka Curriculum through the utilization of Artificial Intelligence (AI). This research employed a descriptive qualitative approach with a participatory strategy. Data were collected through participant observation, structured interviews, and documentation during a mentoring program focused on using ChatGPT as an AI-based tool for developing teaching module content. The results showed a significant improvement in teachers’ understanding and skills, indicated by an increase in the proportion of teachers categorized as having “very good” knowledge from 0% in the pre-test to 75% in the post-test. The mentoring activity enabled teachers to utilize ChatGPT to develop teaching modules more efficiently, systematically, and in accordance with the principles of the Merdeka Curriculum. Furthermore, the activity enhanced teachers’ creativity in designing learning materials, work efficiency, and confidence in integrating technology into teaching practices. The findings imply that practical and contextual AI mentoring can strengthen teachers’ digital readiness, improve the quality of instructional materials, and support effective curriculum implementation. However, teachers’ professional judgment remains essential in selecting, adapting, and contextualizing AI-generated content based on educational objectives and values.]]>
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