<![CDATA[Program pengabdian kepada masyarakat ini dilaksanakan untuk memperkuat kompetensi Technological Pedagogical and Content Knowledge berbantuan artificial intelligence (TPACK-AI) guru Biologi SMA di Kabupaten Sleman. Permasalahan yang ditemukan adalah pemanfaatan AI yang masih dominan untuk menghasilkan materi secara instan, belum terintegrasi secara utuh dengan tujuan pembelajaran, akurasi konten Biologi, asesmen autentik, serta etika penggunaan AI. Kegiatan melibatkan 25 guru dari 23 SMA anggota MGMP Biologi Kabupaten Sleman dan menggunakan Model Latihan Partisipatif melalui identifikasi kebutuhan, sosialisasi dan pelatihan, penerapan workflow TPACK-AI, pendampingan In-On-In, evaluasi, refleksi, dan pengimbasan. Instrumen evaluasi program telah divalidasi oleh ahli menggunakan validasi konten dan direvisi sesuai saran serta masukan validator sebelum digunakan. Hasil menunjukkan kepuasan peserta pada seluruh indikator berada pada rentang 81-95%, dengan nilai tertinggi pada komunikasi dan koordinasi tim (95%). Distribusi kategori TPACK-AI juga bergeser ke arah yang lebih baik: kategori tinggi meningkat dari 8 guru (32%) pada pre-test menjadi 18 guru (72%) pada post-test, sedangkan kategori rendah mengalami penurunan. Program pengabdian ini menunjukkan bahwa pelatihan berbasis praktik, verifikasi keluaran AI, pendampingan berkelanjutan, dan kolaborasi MGMP merupakan strategi yang relevan untuk penguatan TPACK-AI guru Biologi. Strengthening Biology teachers' AI-TPACK through participatory training and In-On-In mentoring in Sleman Regency Abstract This community engagement program aimed to strengthen senior high school Biology teachers' AI-integrated Technological Pedagogical and Content Knowledge (AI-TPACK) in Sleman Regency, Indonesia. The partner identified several challenges, including AI use that remained focused on instant content generation, limited alignment with learning objectives and Biology content accuracy, insufficient authentic assessment practices, and unclear ethical boundaries. The program involved 25 Biology teachers from 23 schools affiliated with the Sleman Biology Teacher Professional Association (MGMP). A Participatory Training Model was implemented through needs identification, training, AI-TPACK workflow practice, In-On-In mentoring, evaluation, reflection, and peer dissemination. The program evaluation instruments underwent expert content validation and were revised according to validators' feedback before use. Participant satisfaction ranged from 81% to 95%, with communication and team coordination receiving the highest rating (95%). Descriptive pre-test and post-test results also indicated a positive shift in AI-TPACK categories: teachers in the high category increased from 8 (32%) to 18 (72%), while the low category experienced a decline. These findings indicate that practice-oriented training, systematic verification of AI outputs, sustained mentoring, and MGMP-based professional collaboration are relevant strategies for supporting the continuous development of Biology teachers' AI-TPACK.]]>
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