Peningkatan Kompetensi Guru dalam Pengembangan Modul Ajar Berbasis Gemini AI melalui Teknik Prompting
DOI:
https://doi.org/10.55123/abdisoshum.v5i3.9319Keywords:
Gemini AI, Prompt Engineering, Teaching Module, Vocational Education, Participatory Action ResearchAbstract
The implementation of the Merdeka Curriculum requires contextual teaching modules, but administrative burdens and low AI literacy hinder the optimization of teaching devices at SMKS Swadhipa Natar. This activity aims to improve teacher competence in developing Gemini AI based teaching modules through prompting techniques. The method used is Participatory Action Research involving twenty vocational teachers through intensive workshops, participatory observation, and collaborative reflection. The results show cognitive restructuring among teachers, shifting the AI paradigm from an omniscient entity to a reliable pedagogical partner. Teachers successfully mastered the RCTF prompting framework to produce layered teaching modules responsive to the psychology and industrial context of vocational students. This directly impacts the relevance of teaching materials with industry needs. It is concluded that this andragogy based training effectively increases teacher confidence, reduces cognitive load, and transforms teachers into critical instructional architects in the artificial intelligence era, significantly improving overall vocational learning quality in a highly sustainable and meaningful way for future education today.
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