Optimalisasi AI sebagai Alat Bantu Penulisan Buku bagi Pendidik melalui Pelatihan Berbasis Teori Adopsi Teknologi (TAM) dan Andragogi

Cahyo Budi Santoso; Benny  Krisbiantoro; Artika  Wina Fitriani; Moch.  Aminudin Hadi; Rr Farida  Istingirum; Untung  Subagyo

doi:10.55338/jpkmn.v6i4.7066

Authors

Cahyo Budi Santoso, Universitas Harapan Bangsa, Indonesia
Benny Krisbiantoro, UIN Prof KH Saifuddin Zuhri, Indonesia
Artika Wina Fitriani, Politeknik Madyathika, Indonesia
Moch. Aminudin Hadi, Universitas Riau Kepulauan, Indonesia
Rr Farida Istingirum, Universitas Harapan Bangsa, Indonesia
Untung Subagyo, STMIK El Rahma, Indonesia

DOI:

https://doi.org/10.55338/jpkmn.v6i4.7066

Keywords:

Pengabdian Masyarakat, Kecerdasan Buatan, Penulisan Buku, TAM, Andragogy, Pendidik

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kapasitas pendidik dalam menulis buku ajar dengan memanfaatkan teknologi kecerdasan buatan (AI). Program dilaksanakan dengan model pelatihan gabungan, yaitu satu hari tatap muka luring dan enam hari pendampingan daring. Desain kegiatan mengintegrasikan kerangka Technology Acceptance Model (TAM) dan prinsip andragogy, sehingga peserta dilibatkan secara aktif, berbasis pengalaman, dan diarahkan untuk menerima teknologi baru. Data dikumpulkan melalui survei literasi digital, observasi proses, catatan refleksi peserta, serta pencatatan progres jumlah halaman buku yang ditulis. Hasil kegiatan menunjukkan seluruh peserta berhasil menyelesaikan draf buku dengan rata-rata 32 halaman dalam delapan hari. Lebih dari 80% peserta menyatakan AI sangat membantu mempercepat penulisan dan meningkatkan kualitas naskah. Simpulan dari kegiatan ini adalah model pelatihan berbasis AI terbukti efektif dan replikatif untuk mendukung produktivitas penulisan, sekaligus memperkuat literasi digital pendidik.

Downloads

Download data is not yet available.

References

Akintolu, M., & Letseka, M. (2021). The andragogical value of content knowledge method: the case of an adult education programme in Kwa-Zulu Natal Province of South Africa. Heliyon, 7(9), e07929. https://doi.org/10.1016/j.heliyon.2021.e07929

Alharbi, W. (2023). AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools. Education Research International, 2023. https://doi.org/10.1155/2023/4253331

Barath, S., & Ross, A. J. (2024). Conceptualising the experiences of continuing professional development of young private sector audiologists as an attribute of andragogy. Health SA Gesondheid, 29, 1–9. https://doi.org/10.4102/hsag.v29i0.2683

Dharma, K. W. A. (2021). Teachers’ Acceptance of Technology in a Remote English Teaching at SMA Negeri 4 Singaraja. Journal of Educational Study, 1(3), 110–116. https://doi.org/10.36663/joes.v1i3.168

Habiba, U., & Ahmad Sohail Lodhi. (2023). Students’ Perceptions on the Practices of Andragogical Principles: a Case of Teacher Education Institution Situated in Lahore. Journal of Arts & Social Sciences, 10(1), 55–63. https://doi.org/10.46662/jass.v10i1.325

Moussa, A., & Belhiah, H. (2024). Beyond Syntax: Exploring Moroccan Undergraduate with AI-Assisted Writing. Arab World English Journal, 1(1), 138–155. https://doi.org/10.24093/awej/chatgpt.9

Niksadat, N., Ghaffari, M., Ramezankhani, A., Rakhshanderou, S., Farahani, A. V., & Negarandeh, R. (2023). Experiences of patient education among people affected by cardiovascular disease: a qualitative study based on Andragogy model. BMC Health Services Research, 23(1), 1–10. https://doi.org/10.1186/s12913-023-09622-1

Niksadat, N., Rakhshanderou, S., Negarandeh, R., Ramezankhani, A., Farahani, A. V., & Ghaffari, M. (2022). Concordance of the cardiovascular patient education with the principles of Andragogy model. Archives of Public Health, 80(1), 1–10. https://doi.org/10.1186/s13690-021-00763-5

Poláchová Vašťatková, J., & Dopita, M. (2021). University Teaching and Learning in Educational Sciences: The Case of Andragogy in the Czech Republic. Andragoška Spoznanja, 25(3), 23–33. https://doi.org/10.4312/as.25.3.23-33

ROA, A. A. P., & HALIM, S. (2024). The Impact of AI-Powered Software on Second Language (L2) Writing: A Systematic Literature Review. Research and Innovation in Applied Linguistics-Electronic Journal, 2(2), 138. https://doi.org/10.31963/rial.v2i2.4801

Unasiansari, I., Sarwoprasodjo, S., Hubeis, A. V. S., & Kinseng, R. A. (2024). Investigating Teacher’S Digital Technology Use Through a Modified Technology Acceptance Model Framework: a Survey in Indonesia Capital City Buffer Areas. Revista de Gestao Social e Ambiental, 18(9), 1–26. https://doi.org/10.24857/rgsa.v18n9-146

Wu, L. (2024). AI-based Writing Tools: Empowering Students to Achieve Writing Success. Advances in Educational Technology and Psychology, 8(2), 40–44. https://doi.org/10.23977/aetp.2024.080206