IMPLEMENTASI CHATBOT SEBAGAI ASISTEN BELAJAR DIGITAL DI SEKOLAH DASAR
STUDI KASUS DI UPTD SD NEGERI MAULAFA
DOI:
https://doi.org/10.37792/2whx6q31Keywords:
chatbot, kecerdasan buatan, asisten belajar digital, literasi AI, sekolah dasarAbstract
Kegiatan PKM ini bertujuan mengimplementasikan chatbot sebagai asisten belajar digital serta meningkatkan pemahaman guru dan siswa dalam pemanfaatan kecerdasan buatan (AI) di UPTD SD Negeri Maulafa. Kegiatan menggunakan metode sosialisasi, demonstrasi, praktik langsung, dan pendampingan. Hasil kegiatan menunjukkan bahwa peserta mampu mengoperasikan chatbot, menyusun prompt yang relevan, dan memanfaatkannya untuk memperoleh penjelasan materi, membuat latihan, serta mendukung pembelajaran mandiri. Pendampingan juga meningkatkan kesadaran peserta terhadap pentingnya memverifikasi informasi yang dihasilkan AI. Kegiatan ini menunjukkan bahwa chatbot berpotensi menjadi media pendukung pembelajaran yang interaktif dan fleksibel dengan tetap memerlukan pendampingan guru dan penguatan literasi AI.
References
[1] Y. Albadarin, M. Saqr, N. Pope, and M. Tukiainen, “A systematic literature review of empirical research on ChatGPT in education,” Discover Education, vol. 3, art. no. 60, 2024, doi: 10.1007/s44217-024-00138-2.
[2] R. Guan, M. Raković, G. Chen, and D. Gašević, “How educational chatbots support self-regulated learning? A systematic review of the literature,” Education and Information Technologies, vol. 30, pp. 4493–4518, 2025, doi: 10.1007/s10639-024-12881-y.
[3] R. Wu and Z. Yu, “Do AI chatbots improve students learning outcomes? Evidence from a meta-analysis,” British Journal of Educational Technology, vol. 55, pp. 10–33, 2024, doi: 10.1111/bjet.13334.
[4] I. H. Y. Yim, “A critical review of teaching and learning artificial intelligence (AI) literacy: Developing an intelligence-based AI literacy framework for primary school education,” Computers and Education: Artificial Intelligence, vol. 7, art. no. 100319, 2024, doi: 10.1016/j.caeai.2024.100319.
[5] J. Park and S. Choo, “Generative AI prompt engineering for educators: Practical strategies,” Journal of Educational Technology Systems, 2025, doi: 10.1177/01626434241298954.
[6] O. Han, “Generative AI and critical thinking in engineering education: A study on application of prompt engineering,” Journal of Engineering Education Research, vol. 27, no. 6, pp. 38–47, 2024, doi: 10.18108/jeer.2024.27.6.38.
[7] D. T. T. Mai, C. V. Da, and N. V. Hanh, “The use of ChatGPT in teaching and learning: A systematic review through SWOT analysis approach,” Frontiers in Education, vol. 9, art. no. 1328769, 2024, doi: 10.3389/feduc.2024.1328769.
[8] N. M. N. Yusuf et al., “Generative AI in education and research: A systematic mapping review,” Review of Education, 2024, doi: 10.1002/rev3.3489.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Khatrin Juliani Taku Neno, Radka Bodkova Koli
This work is licensed under a Creative Commons Attribution 4.0 International License.
Every works in PEMIMPIN is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
