<![CDATA[Purpose of Study: Coding and Artificial Intelligence, known in Indonesia as Koding dan Kecerdasan Artifisial (KKA), has recently entered basic and secondary education, yet teachers must deliver it before adequate ready-to-use materials exist. This study developed a companion textbook (Buku Teks Pendamping) to strengthen the competence and technological pedagogical content knowledge (TPACK) of primary teachers in the subject.Methodology: The study applied Design and Development Research across four phases, namely analysis, design, development, and evaluation. The analysis drew on a readiness survey focusing on the primary subset of 1,209 students, teachers, and principals, together with a qualitative needs survey, and a single-group post-use try-out with thirty purposively selected primary teachers appraised the book. Because the try-out included no pre-test and no comparison group, the evaluation reports perceived rather than measured outcomes.Main Findings: Teachers showed strong conviction that the subject matters and positive self-efficacy, yet reported persistent shortfalls in standardized materials and uneven infrastructure, asking for structured books and pedagogy-focused training. Within respondents, the ratings formed a tested descending gradient from conviction to self-efficacy to material availability (all p ≤ .006), and a component analysis showed that school resourcing is judged on a dimension of its own. The resulting curriculum-aligned, scaffolded, and unplugged-friendly book was judged to be clear, relevant, and beneficial, and teachers reported high comprehension and confidence after using it, which indicates perceived practicality. Their open-ended answers nevertheless showed that difficulties with designing unplugged activities and with school infrastructure persisted.Novelty/Originality of This Study: The book is built for a newly mandated subject rather than an established one, maps every design feature explicitly onto the components of teacher knowledge, and treats unplugged inclusivity as a first-class principle, positioning a textbook as a catalyst for teacher competence.]]>
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