Analysis of Readiness for the Implementation of Coding and Artificial Intelligence Learning
DOI:
https://doi.org/10.17977/um065.v6.i5.2026.12Keywords:
Artificial intelligence, Coding learning, Digital transformation, Teacher readinessAbstract
Coding and artificial intelligence (AI) learning are part of Indonesia's digital transformation education policy, which has begun to be implemented at the elementary and secondary levels. The success of this policy largely depends on the readiness of teachers, who are the primary implementers of learning. This study aims to analyze the readiness of junior high school teachers in Buleleng District to implement coding and AI learning from various readiness aspects. The study employed a descriptive quantitative approach, using a survey method with a validated questionnaire instrument. The instrument was validated through the Pearson Product-Moment validity test and Cronbach's Alpha reliability test. Data analysis included descriptive statistics complemented by qualitative findings. The results indicated that the level of teacher readiness was in the very good category, with an average score of 4.17 on a 5-point scale, equivalent to 83.40%. All readiness indicators digital literacy, technology-based pedagogical skills, attitudes toward coding and AI, infrastructure readiness, curriculum integration, professional development, and teacher collaboration demonstrated very good achievement. These findings suggest that junior high school teachers in Buleleng District are sufficiently prepared to support the implementation of coding and AI learning, though ongoing efforts are necessary to ensure successful application in practical teaching.References
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