Analisis Literasi AI Pada Guru Ekonomi SMA Terhadap Perencanaan Pembelajaran Di Kelas

Abstract

This study aims to analyze the level of Artificial Intelligence (AI) literacy among high school (SMA) economics teachers and its implications for administrative efficiency and the quality of instructional planning. Utilizing a qualitative approach with a descriptive phenomenological design, empirical data was collected through semi-structured interviews with economics teachers at SMA Nasional Malang who have implemented the Kurikulum Merdeka (Emancipated Curriculum). The results indicate that teachers' current AI literacy is still at a fundamental level and is generally self-taught, meaning its utilization as a pedagogical assistant is not yet optimal. The use of AI platforms in drafting educational instruments, such as the Learning Objective Flow (ATP), is often deemed imprecise and still requires extensive manual editing; thus, it has not proven to significantly improve time efficiency or the quality of teaching modules. Furthermore, educators consciously limit AI adoption, prioritizing conventional lecture methods based on official literature to maintain material validity and prevent student over-reliance on technology. It is concluded that AI's transformative potential in creating an adaptive and inclusive educational ecosystem has not been fully realized due to a lack of formal mentoring. Therefore, structured technical training strategies are urgently needed to bridge the competency gap and meet teachers' high expectations for future educational innovations.