Persepsi Guru terhadap Tantangan dan Kesiapan dalam Implementasi AI dan Coding: Studi Kualitatif di Sekolah Dasar Kabupaten Pamekasan

Abstract

The integration of Artificial Intelligence (AI) and coding into primary education represents a new direction in digital learning that requires teachers to be adequately prepared as key facilitators. This study aims to examine teachers’ perceptions of the challenges and readiness to implement AI and coding in primary schools in Pamekasan Regency, Indonesia. A descriptive survey approach was employed, involving 37 teachers purposively selected based on variations in teaching experience, school type, and technological infrastructure conditions. Data were collected through closed- and open-ended questionnaires and analyzed using quantitative and qualitative approaches. The findings reveal variations in teachers’ readiness, influenced by teaching experience, technological facilities, and participation in training programs. Teachers working in schools with adequate technological infrastructure demonstrated greater readiness to integrate AI and coding into learning, whereas teachers in areas with limited resources faced greater technical constraints and insufficient institutional support. The study highlights the need for contextualized professional development, equitable distribution of technological infrastructure, and supportive education policies to facilitate the sustainable implementation of AI and coding in primary education. These findings underscore the importance of strengthening teacher capacity and creating an enabling educational ecosystem to ensure that the integration of emerging technologies is inclusive, sustainable, and responsive to the needs of primary schools.