Integrating Artificial Intelligence and Deep Learning to Enhance Pedagogical Quality among Muhammadiyah Teachers in Surabaya
Keywords:
Deep Learning, Artificial Intelligence, Teacher Professional Development, Participatory Action ResearchAbstract
This study investigates the implementation and impact of an AI-integrated Deep Learning Training Program for teachers at Muhammadiyah Karang Pilang Schools in Surabaya, Indonesia. Using a Participatory Action Research (PAR) design, the program was conducted from July to September 2025 and involved 40 teachers from four educational levels: elementary, junior high, senior high, and vocational. The intervention aimed to enhance teachers’ understanding and application of deep learning pedagogy through artificial intelligence (AI)-based lesson design, classroom implementation, and reflective mentoring. Data were collected using pre- and post-tests, classroom observation checklists, perception questionnaires, and semi-structured interviews. Quantitative results revealed significant improvement in teachers’ AI literacy and deep learning knowledge (t(39) = 14.27, p < .001, d = 1.75), alongside notable growth in classroom practice and professional self-efficacy. Qualitative findings indicated transformative shifts toward student-centered, technology-enhanced instruction supported by collaborative reflection and mentoring. The study concludes that integrating AI into deep learning pedagogy effectively strengthens teacher capacity, promotes reflective practice, and aligns with Indonesia’s Kurikulum Merdeka vision for meaningful, autonomous, and future-ready education. Further research is recommended to expand this model across diverse educational contexts to sustain innovation and equity in teacher professional development.
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