EFEKTIVITAS PELATIHAN PEMANFAATAN ARTIFICIAL INTELLIGENCE DALAM PENDEKATAN DEEP LEARNING DI KONTEKS PEMBELAJARAN BAHASA INGGRIS
Kata Kunci:
bahasa Inggris, kecerdasan artifisial, pembelajaran mendalamAbstrak
Artikel ini bertujuan mendukung guru dalam memanfaatkan AI melalui pendekatan mendalam dalam pembelajaran bahasa Inggris. Sebanyak 30 guru berpartisipasi dalam kegiatan ini melalui pelatihan dan pendampingan sebagai metode utama. Hasil menunjukkan bahwa guru meningkatkan wawasan dan literasi AI mereka untuk membantu tugas, seperti persiapan pembelajaran, pembuatan asesmen, dan perancangan aktivitas. Kompetensi mereka dalam menggunakan AI juga semakin berkembang, dengan kebutuhan untuk menyusun pembelajaran yang lebih terstruktur sebagai bagian dari kolaborasi dengan mesin guna mencapai proses belajar yang sadar, bermakna, dan menyenangkan. Refleksi guru mengungkapkan wawasan baru tentang bagaimana AI dapat dikonsepsikan, diintegrasikan, dan diterapkan dalam pendekatan deep learning di konteks ELT. Mereka menekankan pentingnya penggunaan AI yang relevan secara pedagogis dan tepat secara teknis. Program ini terbukti efektif dan bermanfaat, dengan harapan guru terus meningkatkan kemampuan mengintegrasikan teknologi baru seperti AI dalam praktik pengajaran.
Referensi
Alfiah, R., Santosa, M. H., & Kusuma, P. I. (2024). Exploring students’ engagement in learning English vocabulary through Wordwall media for secondary level. Jurnal Pendidikan Indonesia, 5(7), 357–363. https://doi.org/10.59141/japendi.v5i7.3107
Alshumaimeri, Y. A., & Alshememry, A. K. (2024). The Extent of AI Applications in EFL Learning and Teaching. IEEE Transactions on Learning Technologies, 17(March), 653–663. https://doi.org/10.1109/TLT.2023.3322128
Alzahrani, I. H., & Alnufaie, M. R. (2024). Deep learning self-regulation strategies in the learning of English as a Foreign Language among Arab college students. TESL EJ, 28(2), 1–19. https://doi.org/10.55593/ej.28110a3
Antari, N. K. P., Santosa, M. H., & Virginiya, P. T. (2023). Investigation of Hospitality and Business School English instructors’ TPACK in the online learning context. Journey: Journal of English Language and Pedagogy, 6(3), 671–681. https://doi.org/10.33503/journey.v6i3.3748 671
Aullia, L. G. Y. M., & Santosa, M. H. (2025). AI in language education: Systematic review of ELSA Speak’s impact on English. Jurnal Pendidikan Bahasa Inggris Indonesia, 13(1), 1–10. https://doi.org/10.23887/jpbi.v13i1.3771
Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success. Information Systems Frontiers, 25, 161–182. https://doi.org/10.1007/s10796-022-10291-4
Enzelina, Y. N., Santosa, M. H., & Paramartha, A. A. G. Y. (2023). Exploring English language education major university lecturers’ and students’ perceptions of AI-based applications in post-pandemic learning. SALEE: Study of Applied Linguistics and English Education, 4(2), 487–502. https://doi.org/10.35961/salee.v4i2.843
Estrada-Molina, O., Mena, J., & López-Padrón, A. (2024). The use of deep learning in open learning: A systematic review (2019 to 2023). International Review of Research in Open and Distributed Learning, 25(3), 370–393. https://doi.org/10.19173/irrodl.v25i3.7756
Febriyanti, M. E., Putra, I. N. A. J., & Santosa, M. H. (2021). (Mobile Assisted Language Learning) MALL implementation during distance learning. Indonesian Journal Of Educational Research and Review, 4(1), 156–166. https://doi.org/10.23887/ijerr.v4i1.37302
Fosnot, C. T., & Perry, R. S. (2005). Constructivism: A psychological theory of learning. In Constructivism: Theory, perspectives, and practices. Teachers College Press.
Gholami, J., & Azarmi, G. (2012). An introduction to Mobile Assisted Language Learning. International Journal of Management, IT and Engineering, 2(8), 1–9.
Hirtle, J. S. P. (1996). Coming to terms: Social constructivism. The English Journal, 85(1), 91–92. https://doi.org/10.2307/821136
Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development (Valdosta State University). Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/piaget.html
Iswari, M. N. P., Santosa, M. H., & Indrayani, L. (2024). Transforming EFL instruction: A systematic review of chatbot integration in English language learning. Jurnal Pendidikan Bahasa Inggris Undiksha, 12(3), 302–309. https://doi.org/10.23887/jpbi.v12i3.92081
Juniantini, L. A., Santosa, M. H., & Kusuma, I. P. I. (2024). Enacting an Artificial Intelligence-based learning media to support vocabulary mastery at SMA Negeri 2 Gerokgak: A mixed methods study. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching, 12(1), 1–15. https://doi.org/10.35194/jj.v12i1.3398
Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. (2025). Pembelajaran mendalam: Menuju pendidikan bermutu untuk semua. Pusat Kurikulum dan Pembelajaran Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. Retrieved from https://bpmpkaltara.kemdikbud.go.id/2025/02/19/naskah-akademik-pembelajaran-mendalam-deep-learning/
Khan, Z. R. (2024). Ethics of Artificial Intelligence in academia. In S. E. Eaton (Ed.), Springer International Handbooks of Education (pp. 1551–1582). Cham: Springer. https://doi.org/10.1007/978-3-031-54144-5_188
Kohler, K. (2024). You only need to change your direction: A look at the potential impact of ChatGPT on education. Technology in Language Teaching & Learning, 6(1), 1–18. https://doi.org/10.29140/tltl.v6n1.1103
Kolb, L. (2017). Learning first, technology second: The educators’ guide to designing authentic lessons (1st ed.). International Society for Technology in Education.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An augment for AI in education. Retrieved from https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/Intelligence-Unleashed-Publication.pdf
Mahartana, I. K. T., Santosa, M. H., & Dewi, K. S. (2024). The effect of using AI Google Voice Assistant on grade 10 students’ speaking skills at SMK Negeri Bali Mandara. Jurnal Pendidikan Bahasa Inggris Undiksha, 12(2), 15–25. https://doi.org/10.23887/jpbi.v12i2.76462
Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. Revista Iberoamericana de Educación a Distancia. academia.edu. Retrieved from https://www.academia.edu/download/56735644/20055-45152-1-PB.pdf
Matthews, M. R. (2020). Philosophical Problems with Constructivism: Some considerations for student-centered learning and teaching. … of Student-Centered Learning and Teaching in …. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9780429259371-4/philosophical-problems-constructivism-michael-matthews
McCarthy, J., Minsky, M. L., Rochester, N., & Shannon, C. E. (1955). A proposal for the Dartmouth Summer Research Project on Artificial Intelligence. 1–13. Retrieved from http://jmc.stanford.edu/articles/dartmouth/dartmouth.pdf
Negara, I. K. A., Adnyani, M. A. A., Santosa, M. H., & Rewa, G. A. B. (2025). Challenges and effectiveness of novice teacher’s technology integration in an Islamic secondary school in North Bali. Jo-ELT (Journal of English Language Teaching), 12(1), 25–36. https://doi.org/10.33394/jo-elt.v12i1.14414
Ningsih, A. T. S., Santosa, M. H., & Myartawan, I. P. N. W. (2022). Students’ learning approaches in the EFL online learning context. Journal of English Literacy and Education, 9(1), 23–35. https://doi.org/10.36706/jele.v9i1.17408
Nyudak, I. B. G., Santosa, M. H., Marsakawati, N. P. E., & Susrini, P. (2025). Generative AI in ELT: Readiness and concerns of Badung EFL Teachers. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(1), 1605–1621. https://doi.org/10.24256/ideas. v13i1.7014
Praditha, P. A. K., & Santosa, M. H. (2023). Development of IDT in learning vocabulary: The use of Quizlet. In M. H. Santosa (Ed.), Pedagogy-Driven Technology Integration in English Language Teaching (pp. 325–333). Denpasar: Nilacakra Publisher.
Purba, M. P., Santosa, M. H., & Mahendrayana, G. (2024). Investigation of Vocational teachers’ and students’ perception of AI technology in English language learning in SMK Negeri 1 Singaraja. Jurnal Pendidikan Tambusai, 8(2), 33309–33316. Retrieved from https://jptam.org/index.php/jptam/article/view/18657
Purnama, M. R., Adnyana, I. P. I. K., Sogen, A. T. ., Indrawan, G., & Santosa, M. H. (2025). Teacher’s readiness toward Artificial Intelligence in the school of North Bali. Jurnal Paedagogy, 12(1), 30–45. https://doi.org/10.33394/jp.v12i1.13707
Purnamawati, L. D., Santosa, M. H., & Dewi, K. S. (2025). The effect of using DeepL on the writing skills of 11th grade students in Hospitality Major at SMK Negeri 1 Singaraja. Jurnal JEOPALLT, 13(01), 126–145. https://doi.org/10.35194/jj.v13i1.5047
Putra, I. K. A., Santosa, M. H., & Indrayani, L. (2025). ChatGPT in English language learning: User experience and enjoyment among students and teachers. Journal of Educational Study, 5(1), 31–46. https://doi.org/10.36663/joes.v5i1.973
Rasmiani, D. M. S., Santosa, M. H., & Mahendrayana, G. (2023). English teachers’ roles on mobile-assisted language learning-based strategies during Emergency Remote Teaching in 11th grade of SMK Negeri 1 Denpasar. Journal of English Teaching, 9(2), 239–251. https://doi.org/10.33541/jet.v9i2.4714
Risko, E. F., & Gilbert, S. J. (2016). Cognitive Offloading. Trends in Cognitive Sciences, 20(9), 676–688. https://doi.org/10.1016/j.tics.2016.07.002
Santosa, M. H. (2018). Investigating students’ approaches to learning in an EFL blended learning context. In L. P. Artini (Ed.), Current Issues in English Education, Linguistics, and Literature (1st ed., pp. 36–58). Depok: PT RajaGrafindo Persada.
Santosa, M. H. (2021). Inovasi dan adaptasi pembelajaran di konteks pembelajaran daring. In M. H. Santosa (Ed.), Praktik Baik Inovasi Pembelajaran SMA Negeri Bali Mandara (1st ed., pp. 145–163). Singaraja: PT. Tatkala Sekala Media.
Santosa, M. H. (2022). Integrasi teknologi di konteks pembelajaran hibrida dan fleksibel. In M. H. Santosa (Ed.), Integrasi Teknologi dalam Pembelajaran Daring Guru-guru di Indonesia (1st ed., pp. 1–28). Denpasar: Nilacakra Publisher.
Santosa, M. H. (2023). Technology review: From using technology to reviewing technology for effective and meaningful instruction. In M. H. Santosa (Ed.), Pedagogy-Driven Technology Integration in English Language Teaching (pp. 1–11). Denpasar: Nilacakra Publisher.
Santosa, M. H. (2024). TalkPal AI: Dynamic conversational and vocabulary practice. In A. G. Jati & F. Dewi (Eds.), Teaching Speaking with AI: A Collection of Ideas (pp. 27–33). Perkumpulan Pengajar Bahasa Berbasis Teknologi Informasi (iTELL).
Santosa, M. H. (2025). Investigating university students’ and lecturers’ anxiety in the AI-laden English online learning. Jurnal Pendidikan Dan Pengajaran, 58(2), 416–427. https://doi.org/10.23887/jpp.v58i2.90847
Santosa, M. H., & Banjar, I. D. A. O. V. J. (2024). Animals of Nusantara: Virtual Reality-based English learning materials for secondary students. The 14th Annual International Symposium of Foreign Language Learning, 9–22. Denpasar: NST Proceedings. https://doi.org/10.11594/nstp.2024.3802
Santosa, M. H., & Dewi, F. (2025). Teaching English and technology: TPACK in the classroom. In S. Zein & F. A. Hamied (Eds.), The Routledge International Handbook of English Language Education in Indonesia (pp. 410–425). London: Routledge. https://doi.org/10.4324/9781003399308-30
Santosa, M. H., Harismayanti, I., & Jaya Putra, I. N. A. (2022). Technology in action: Developing Gamification handbook in English teaching and learning for the 21st century learners. TESL EJ, 26(1), 1–25. https://doi.org/10.55593/EJ.26101A2
Santosa, M. H., & Mali, Y. C. G. (2024). “I’m anxious when…”: Delving into students’ anxiety in EFL online instructions across school levels. Jurnal Pendidikan Bahasa Inggris Undiksha, 12(2), 30–45. https://doi.org/10.23887/jpbi.v12i2.84288
Santosa, M. H., Ratminingsih, N. M., & Dewi, N. L. P. E. S. (2023). Studi refleksi guru terhadap pelatihan pemanfaatan kecerdasan buatan dalam pembelajaran di konteks pasca pandemi. In G. A. J. Saskara, N. E. Mertayasa, I. B. Pascima, I. G. B. Subawa, & I. K. A. Pradnyana (Eds.), Seminar Nasional Pengabdian Kepada Masyarakat (SENADIMAS) 8 (pp. 456–470). Singaraja: Universitas Pendidikan Ganesha.
Santosa, M. H., & Suartini, N. N. (2024). Live-Learn-Work: Pendekatan holistik berbasis pengalaman untuk belajar sensitivitas antar budaya. In M. H. Santosa & N. N. Suartini (Eds.), Pembelajaran Berbasis Pengalaman: Teori dan Praktik (pp. 6–20). Denpasar: Nilacakra Publisher.
Santosa, M. H., & Thuy, T. V. D. (2024). Screenagers’ perceptions toward Mobile Assisted Language Learning in the EFL context: A case of Indonesia and Vietnam. In S. Boun & C. S. Duran (Eds.), English Education in Southeast Asian Contexts: Policy, Practice, and Identity (pp. 159–174). Maryland: Lexington Books.
Santosa, M. H., & Wahyuni, S. (2024). “Bitmoji is cool!”: Exploring the secondary English teachers’ narratives using digital avatar-based pedagogical agent. Journal of Education Technology, 8(3), 1–15. https://doi.org/10.23887/jet.v8i3.76632
Santosa, M. H., Yanti, G. A. M. T., & Adnyani, L. D. S. (2024). The integration of Google Translate as a Machine Translation aid in EFL students’ thesis composition. LLT Journal: A Journal on Language and Language Learning, 27(1), 214–229. https://doi.org/10.24071/llt.v27i1.3734
Schcolnik, M., & Abarbanel, J. (2006). Constructivism in theory and in practice. English Teaching Forum, 4, 12–20.
Suardika, I. P. G., Ratminingsih, N. M., Santosa, M. H., & Suarcaya, P. (2024). Exploring the application of Generative Artificial Intelligence (Gen-AI) at EFL primary classroom. International Seminar on Language, Education, and Culture (ISoLEC), 91–97. Malang: Universitas Negeri Malang. Retrieved from http://conference.um.ac.id/index.php/isolec/article/viewFile/9823/3664
Sutami, N. K., Santosa, M. H., & Mahendrayana, G. (2022). Students’ and teacher’s challenges in Distance Learning implementation in EFL context in SMK Nusa Dua Toya Anyar Kubu, Karangasem. Journal of English Teaching, 8(2), 320–328. https://doi.org/10.33541/jet.v8i2.3905
Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The community of inquiry framework. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, 43–57. https://doi.org/10.4018/978-1-60566-654-9.CH004
Ubu, A. C. P., Putra, I. N. A. J., & Santosa, M. H. (2021). EFL university student engagement on the use of online discussion in North Bali. Language and Education Journal Undiksha, 4(1), 22–31. https://doi.org/http://dx.doi.org/10.23887/leju.v4i1.29938
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wahyudi, M. R., Santosa, M. H., & Indrayani, L. (2025). The influence of using MALL on EFL students’ language learning. International Journal of Language and Literature, 9(1), 93–105. https://doi.org/10.23887/ijll.v9i1.98091
Wahyuni, S., & Santosa, M. H. (2023). The digital classroom for effective EFL learning: Exploring technology in action (1st ed.; Febriana, Ed.). Bantul: Ananta Vidya.
Weng, X., Ye, H., Dai, Y., & Ng, O. L. (2024). Integrating Artificial Intelligence and Computational Thinking in Educational Contexts: A Systematic Review of Instructional Design and Student Learning Outcomes. Journal of Educational Computing Research, 1–31. https://doi.org/10.1177/07356331241248686
Wiarishintia, N. K. J., Santosa, M. H., & Dewi, K. S. (2024). The impact of using DeepL Artificial Intelligence on students’ writing skills in an Indonesian senior high school context. ELT Worldwide: Journal of English Language Teaching, 11(2), 475–486. https://doi.org/10.26858/eltww.v11i2.67029
Winarsa, N. M. K. P., Santosa, M. H., & Indrayani, L. (2025). The investigation of teachers’ and students’ attitudes and enjoyment towards ChatGPT for English language learning. The Art of Teaching English as a Foreign Language (TATEFL), 6(2), 123–138. https://doi.org/10.36663/tatefl.v6i2.979
Yuliastiti, L. P. S., Santosa, M. H., & Myartawan, I. P. N. W. (2023). An analysis of 10th grade high school students’ learning approaches in the context of EFL online learning. Journal of English Development, 3(1), 45–53. https://doi.org/10.25217/jed.v1i01.2202
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 2, 100025. https://doi.org/10.1016/j.caeai.2021.100025
Zheng, L., Niu, J., Zhong, L., & Gyasi, J. F. (2021). The effectiveness of artificial intelligence on learning achievement and learning perception: A meta-analysis. Interactive Learning Environments, 0(0), 1–15. https://doi.org/10.1080/10494820.2021.2015693
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Made Hery Santosa, Ni Made Ratminingsih, Ni Luh Putu Eka Sulistia Dewi, I Putu Indra Kusuma, Luh Indrayani
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
