<![CDATA[Coding and Artificial Intelligence (AI) literacy have become important competencies for teachers in facing 21st-century educational demands, yet their integration into junior high school (SMP) instruction is often limited by teachers' conceptual and practical readiness. This article reports the initial needs-identification stage of a community service program designed to strengthen SMP teachers' readiness in coding and AI (referred to jointly as KKA) in Bantul Regency, Yogyakarta, as an empirical basis for designing subsequent contextual training. A needs-assessment questionnaire was administered to 19 SMP teachers across subject areas in Bantul Regency, covering profile, prior coding/AI teaching experience, perceived challenges, current media use, and perceptions of augmented reality (AR) as a potential learning medium. Results show that 58% of respondents had never taught coding or AI, and technical topics such as algorithms and machine learning were rarely covered (11%), while the most frequently reported obstacle was students' heterogeneous prior ability (79%) rather than low student motivation. Respondents reported strong perceived importance of AR-based learning features, particularly step-by-step guidance (mean score 4.47/5) and adaptive content (4.42/5), along with positive self-reported attitudes toward AR adoption (behavioral intention score 4.37/5) despite limited prior AR experience. As these findings are self-reported perceptions and needs rather than measured competency outcomes, they are interpreted as an empirical baseline indicating that practice-based, subject-contextual training accompanied by continuous mentoring is a relevant strategy to address the identified coding and AI competency gap, and that AR is a promising direction for learning-media development in the next stage of the 2026-2030 community service roadmap.]]>
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