Implementation of Generative Artificial Intelligence (AI) in Learning: Analysis of Teachers' Pedagogical Readiness and Impact on Student Learning Autonomy in Indonesia
Article Sidebar
Main Article Content
Abstract
This quantitative study examined the implementation of Generative Artificial Intelligence (AI) in Indonesian educational settings, focusing on teachers' pedagogical readiness and its impact on student learning autonomy. A cross-sectional survey design involving 384 teachers from various educational institutions across Indonesia was employed. Data were collected using validated instruments measuring AI-TPACK (Technological Pedagogical Content Knowledge) competency and student learning autonomy. Results revealed that teachers demonstrated moderate levels of AI integration readiness (M = 3.29, SD = 0.95), with significant variations based on teaching experience and geographic location. Multiple regression analysis indicated that AI-TPACK integration was the strongest predictor of student learning autonomy (β = 0.425, p < 0.001), explaining 61.2% of the variance. Key challenges included infrastructure limitations (75.3%), lack of training (69.5%), and limited technical support (63.8%). The study concludes that successful AI implementation requires comprehensive teacher development programs, improved digital infrastructure, and systematic institutional support. Findings contribute to understanding AI integration dynamics in developing educational contexts and provide evidence for policy development in Indonesian education transformation.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
sadi, E. A., & Baiz, C. R. (2023). Generative AI in Education and Research: Opportunities, Concerns, and Solutions. Journal of Chemical Education, 100(8), 2965–2971. https://doi.org/10.1021/acs.jchemed.3c00323
Alwakid, W. N., Dahri, N. A., Humayun, M., & Alwakid, G. N. (2025). Exploring the Role of AI and Teacher Competencies on Instructional Planning and Student Performance in an Outcome-Based Education System. Systems, 13(7), 517. https://doi.org/10.3390/systems13070517
Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings through Bibliometric and Content Analysis. Sustainability, 15(17), 12983. https://doi.org/10.3390/su151712983
BAİDOO-ANU, D., & OWUSU ANSAH, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500
Bautista, A., Estrada, C., Jaravata, A. M., Mangaser, L. M., Narag, F., Soquila, R., & Asuncion, R. J. (2024). Preservice Teachers’ Readiness Towards Integrating AI-Based Tools in Education: A TPACK Approach. Educational Process International Journal, 13(3). https://doi.org/10.22521/edupij.2024.133.3
Chen, S., & Fan, J. (2023). Validation of the psychometric properties of the Self‐Directed Learning Readiness Scale. Nursing Open, 10(3), 1639–1646. https://doi.org/10.1002/nop2.1418
Choudhury, S., Deb, J. P., Pradhan, P., & Mishra, A. (2024). Validation of the Teachers AI-TPACK Scale for the Indian Educational Setting. International Journal of Experimental Research and Review, 43, 119–133. https://doi.org/10.52756/ijerr.2024.v43spl.009
Darmawan, E., Rahman, T. K. A., & Thamrin, N. R. (2024). Comprehensive Assessment of Artificial Intelligence Adoption Among Elementary School Teachers. Jurnal Online Informatika, 9(2), 228–237. https://doi.org/10.15575/join.v9i2.1385
Dewi*, N. R., Aribowo, L. A., Aji, S., Rahayu, A., & Listiaji, P. (2025). The Analysis of Pre-Service Teachers’ Ability in Integrating Artificial Intelligence–Technological Pedagogical Content Knowledge to Learning Instruction. Jurnal IPA & Pembelajaran IPA, 9(3), 916–924. https://doi.org/10.24815/jipi.v9i3.48648
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. https://doi.org/10.1080/14703297.2023.2195846
Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution. Sustainability, 15(16), 12451. https://doi.org/10.3390/su151612451
Mannuru, N. R., Shahriar, S., Teel, Z. A., Wang, T., Lund, B. D., Tijani, S., Pohboon, C. O., Agbaji, D., Alhassan, J., Galley, J., Kousari, R., Ogbadu-Oladapo, L., Saurav, S. K., Srivastava, A., Tummuru, S. P., Uppala, S., & Vaidya, P. (2025). Artificial intelligence in developing countries: The impact of generative artificial intelligence (AI) technologies for development. Information Development, 41(3), 1036–1054. https://doi.org/10.1177/02666669231200628
Mulyani, H., Istiaq, M. A., Shauki, E. R., Kurniati, F., & Arlinda, H. (2025). Transforming education: exploring the influence of generative AI on teaching performance. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2448066
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The Role Of Artificial Intelligence (AI) In Developing English Language Learner’s Communication Skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
Sari, Y. N., & Dwikurnaningsih, Y. (2025). Development of a TPACK Training Module through AI Integration to Improve the Pedagogical Skills of Arts Teachers. Jurnal Kependidikan : Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran, Dan Pembelajaran, 11(3), 1293–1303. https://doi.org/10.33394/jk.v11i3.16145