<![CDATA[Integrasi Artificial Intelligence (AI) dalam pembelajaran menjadi tantangan sekaligus peluang, tetapi kajiannya masih berfokus pada sekolah umum dan pendidikan tinggi, sedangkan pengalaman guru matematika di sekolah berbasis pesantren belum banyak diteliti. Penelitian ini bertujuan mendeskripsikan dan menganalisis problematika guru matematika dalam mengimplementasikan AI pada pembelajaran Deep Learning, serta membandingkannya dengan penelitian terdahulu dan kerangka TPACK (Technological Pedagogical and Content Knowledge). Penelitian kualitatif dengan desain studi kasus jamak ini dilakukan pada dua sekolah menengah berbasis pesantren di Kabupaten Tasikmalaya. Data dikumpulkan melalui wawancara semiterstruktur terhadap tiga guru matematika yang dipilih secara purposive, dilengkapi catatan lapangan dan dokumentasi, lalu dianalisis secara tematik. Hasil menunjukkan empat problematika: (1) kebijakan institusi yang membatasi penggunaan gawai, (2) masalah akurasi dan validasi keluaran AI, (3) kekhawatiran budaya instan yang melemahkan kemampuan berpikir siswa, dan (4) kebutuhan akan pelatihan dan mentoring. Temuan ini sejalan dengan penelitian internasional, tetapi kekhasan pesantren terlihat pada pembatasan akses berbasis nilai dan peran guru sebagai perantara AI, yang dapat dibaca sebagai pengaman pedagogis. Penelitian lanjutan direkomendasikan mengembangkan kerangka integrasi Deep Learning dan TPACK berlandaskan nilai kepesantrenan serta mengukur dampaknya pada hasil belajar siswa. Kata kunci: Artificial Intelligence, Deep Learning, Guru, Pesantren, Problematika Abstract: The integration of Artificial Intelligence (AI) in learning presents both a challenge and an opportunity, yet existing studies focus mainly on general schools and higher education, while the experiences of mathematics teachers in pesantren-based schools remain underexplored. This study aims to describe and analyze the challenges mathematics teachers face in implementing AI in Deep Learning instruction, and to compare them with previous research and the Technological Pedagogical and Content Knowledge (TPACK) framework. This qualitative multiple case study was conducted in two pesantren-based secondary schools in Tasikmalaya Regency. Data came from semi-structured interviews with three purposively selected mathematics teachers, field notes, and documentation, and were analyzed thematically. The findings reveal four challenges: (1) institutional policies restricting gadget use, (2) accuracy and validation issues with AI outputs, (3) concerns that an instant culture weakens students’ thinking skills, and (4) a need for training and mentoring. These findings align with international research, but pesantren are distinctive in their value-based access restrictions and the teacher’s role as AI intermediary, which can be read as a pedagogical safeguard. Future research should develop a framework integrating Deep Learning and TPACK grounded in pesantren values and measure its effects on learning outcomes. Keywords: Artificial Intelligence, Deep Learning, Teacher, Pesantren, Problematics]]>
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