Regulasi metakognitif untuk penguatan kompetensi profesional Guru Bahasa Indonesia SMP dalam pemanfaatan AI secara pedagogis dan etis
DOI:
https://doi.org/10.22460/as.v9i3.33820Keywords:
Kompetensi Profesional Guru, Metakognisi, Regulasi Metakognitif, Pembelajaran Bahasa Indonesia, Etika AIAbstract
Penggunaan kecerdasan buatan (AI) generatif dalam pembelajaran Bahasa Indonesia memerlukan kemampuan guru menetapkan tujuan, memeriksa keluaran, dan mempertanggungjawabkan keputusan pedagogis. Kegiatan Pengabdian kepada Masyarakat ini bertujuan menggambarkan perubahan kompetensi terkait AI dan regulasi metakognitif pada 38 guru Bahasa Indonesia SMP yang mengikuti pelatihan bersama MGMP Kabupaten Cianjur di SMP Negeri 2 Cianjur pada 18–21 Juli 2026. Pelatihan memadukan materi kompetensi profesional, etika AI, serta latihan perencanaan, pemantauan, evaluasi dengan bantuan aplikasi Meta-AI Guru yang menyediakan jurnal metakognitif, Lab ChatGPT, dan fasilitas perancangan perangkat pembelajaran. Evaluasi menggunakan desain satu kelompok pretest–posttest (skala 0-100), rubrik praktik, dan angket respons. Rerata skor total meningkat dari 51,25 menjadi 69,15 (selisih 17,90 poin); seluruh 38 peserta meningkat pada skor total, meskipun peningkatan tidak merata pada setiap dimensi. Rerata N-gain individual sebesar 0,375 dan 86,8% peserta berada dalam kategori sedang. Kenaikan tertinggi terdapat pada evaluasi metakognitif (22,04 poin). Rerata skor praktik 70,18 dari 100 menunjukkan capaian tugas selama pelatihan. Hasil ini menggambarkan perubahan jangka pendek dalam konteks pelatihan, belum membuktikan keberlanjutan penerapan di kelas maupun pengaruh terhadap hasil belajar siswa.
References
Aguilar-Cruz, P. J., & Salas-Pilco, S. Z. (2025). Teachers’ perceptions of artificial intelligence in Colombia: AI technological access, AI teacher professional development and AI ethical awareness. Technology, Pedagogy and Education, 34(2), 219–238. https://doi.org/10.1080/1475939X.2025.2451865
Celik, I. (2023). Towards intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468
Ding, A.-C. E., Shi, L., Yang, H., & Choi, I. (2024). Enhancing teacher AI literacy and integration through different types of cases in teacher professional development. Computers and Education Open, 6, 100178. https://doi.org/10.1016/j.caeo.2024.100178
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Fu, Y., & Weng, Z. (2024). Navigating the ethical terrain of AI in education: A systematic review on framing responsible human-centered AI practices. Computers and Education: Artificial Intelligence, 7, 100306. https://doi.org/10.1016/j.caeai.2024.100306
Gouseti, A., James, F., Fallin, L., & Burden, K. (2025). The ethics of using AI in K-12 education: A systematic literature review. Technology, Pedagogy and Education, 34(2), 161–182. https://doi.org/10.1080/1475939X.2024.2428601
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Li, B., Tan, Y. L., Wang, C., & Lowell, V. (2025). Two years of innovation: A systematic review of empirical generative AI research in language learning and teaching. Computers and Education: Artificial Intelligence, 9, 100445. https://doi.org/10.1016/j.caeai.2025.100445
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1–16). Association for Computing Machinery. https://doi.org/10.1145/3313831.3376727
Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO. https://doi.org/10.54675/ZJTE2084
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://doi.org/10.54675/EWZM9535
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Prestridge, S., Fry, K., & Kim, E.-J. A. (2025). Teachers’ pedagogical beliefs for Gen AI use in secondary school. Technology, Pedagogy and Education, 34(2), 183–199. https://doi.org/10.1080/1475939X.2024.2428606
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1–2), 113–125. https://doi.org/10.1023/A:1003044231033
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Terttiaavini, T., Heryati, A., Cahyani, S., Putri, I. P., Saputra, T. S., & Lesfandra, L. (2025). Peningkatan kompetensi digital guru SMA melalui pelatihan pemanfaatan AI dan ChatGPT dalam pembelajaran interaktif. BERNAS: Jurnal Pengabdian Kepada Masyarakat, 6(3), 1930–1940. https://doi.org/10.31949/jb.v6i3.13692
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
Issue
Section
License
1. Proposed Policy for Journals That Offer Open Access
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 acknowledgement 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 acknowledgement 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).