The Effect of AI Mindset on the Pedagogical Competence of Teachers at Muhammadiyah Vocational High Schools in Sorong Regency

Muhamad Irlan  Gustiana; Indri Anugrah Ramadhani; Firman

doi:10.24036/jtip.v19i1.1121

Authors

Muhamad Irlan Gustiana Universitas Pendidikan Muhammadiyah Sorong
Indri Anugrah Ramadhani Universitas Pendidikan Muhammadiyah Sorong
Firman Universitas Pendidikan Muhammadiyah Sorong

DOI:

https://doi.org/10.24036/jtip.v19i1.1121

Keywords:

Artificial Intelligence, AI Mindset, Pedagogical Competence, Vocational Education, Teacher Competence

Abstract

This study investigates the influence of AI mindset on the pedagogical competence of vocational high school teachers at Muhammadiyah Vocational Schools in Sorong Regency. A quantitative research design was applied using a survey approach to examine the relationship between the research variables. Data were obtained through questionnaires administered to 36 teachers who met the predetermined research criteria. The analysis revealed that AI mindset has a positive and statistically significant relationship with teachers’ pedagogical competence. The Pearson correlation analysis generated a correlation coefficient of 0.561 with a significance level of 0.000, indicating a moderate positive association between the two variables. Furthermore, the results of the simple linear regression analysis showed a regression coefficient of 0.616, suggesting that higher levels of AI mindset are associated with improved pedagogical competence among teachers. Additionally, the coefficient of determination (R²) was calculated at 0.315, meaning that 31.5% of the variation in teachers’ pedagogical competence can be explained by AI mindset, while the remaining 68.5% is attributed to other variables not included in this study. These findings emphasize the importance of developing teachers’ AI mindset as a strategic factor in strengthening pedagogical competence, particularly within the context of ongoing digital transformation and the increasing integration of artificial intelligence in educational practices.

References

W. Holmes, M. Bialik, and C. Fadel, Artificial Intelligence in Education: Promise and Implications for Teaching and Learning. Boston, USA: Center for Curriculum Redesign, 2019.

A. Zawacki-Richter, V. I. Marín, M. Bond, and F. Gouverneur, “Systematic review of research on artificial intelligence applications in higher education – Where are the educators?” International Journal of Educational Technology in Higher Education, vol. 16, no. 39, pp. 1–27, 2019.

M. Bond, O. Zawacki-Richter, and M. Nichols, “Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology,” British Journal of Educational Technology, vol. 52, no. 1, pp. 12–63, 2021.

M. Selwyn, Education and Technology: Key Issues and Debates, 2nd ed. London, UK: Bloomsbury Academic, 2020.

A. Sudira, “Pendidikan vokasi dan tantangan revolusi industri 4.0,” Jurnal Pendidikan Teknologi dan Kejuruan, vol. 27, no. 1, pp. 1–12, 2020.

S. Lase, “Education and industrial revolution 4.0,” Jurnal Handayani, vol. 10, no. 1, pp. 48–62, 2019.

L. S. Shulman, “Knowledge and teaching: Foundations of the new reform,” Harvard Educational Review, vol. 57, no. 1, pp. 1–22, 1987.

P. Mishra and M. J. Koehler, “Technological pedagogical content knowledge: A framework for teacher knowledge,” Teachers College Record, vol. 108, no. 6, pp. 1017–1054, 2006.

C. S. Dweck, Mindset: The New Psychology of Success. New York, USA: Random House, 2006.

C. S. Dweck, “What having a ‘growth mindset’ actually means,” Harvard Business Review, pp. 1–5, 2016.

R. Luckin, Machine Learning and Human Intelligence: The Future of Education for the 21st Century. London, UK: UCL Institute of Education Press, 2018.

F. D. Davis, “Perceived usefulness, perceived ease of use, and user acceptance of information technology,” MIS Quarterly, vol. 13, no. 3, pp. 319–340, 1989.

A. Chassignol, A. Khoroshavin, A. Klimova, and A. Bilyatdinova, “Artificial intelligence trends in education: A narrative overview,” Procedia Computer Science, vol. 136, pp. 16–24, 2018.

N. Holmes and M. Tuomi, “State of the art and practice in AI in education,” Computers and Education: Artificial Intelligence, vol. 1, pp. 1–10, 2021.

UNESCO, Artificial Intelligence in Education: Guidance for Policy Makers. Paris, France: UNESCO Publishing, 2021.

N. S. Huda, “Integrasi teknologi dalam pembelajaran abad 21,” Jurnal Pendidikan Teknologi Informasi (JPTI), vol. 5, no. 2, pp. 85–92, 2021.

R. Pratama and A. Setiawan, “Teacher readiness in digital learning implementation,” Jurnal Pendidikan Teknologi Informasi dan Komunikasi, vol. 7, no. 1, pp. 45–53, 2022.

A. Rahmawati, “Digital competence of teachers in the era of artificial intelligence,” Jurnal Teknologi Pendidikan, vol. 24, no. 2, pp. 123–134, 2023.

S. Widodo and D. Nugroho, “Adoption of artificial intelligence in education sector,” International Journal of Emerging Technologies in Learning, vol. 18, no. 3, pp. 45–60, 2023.

M. Bond, V. I. Marín, O. Zawacki-Richter, and M. Nichols, “Artificial intelligence in education: A systematic review,” Educational Technology Research and Development, vol. 69, pp. 1–30, 2021

J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, edisi ke-4. Thousand Oaks, CA, USA: Sage Publications, 2014.

Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2019.