Empowering Teachers Through Artificial Intelligence: ChatGPT-Based Training for Developing Interactive Learning Media at LKP Karya Prima Kursus
Keywords:
Artificial Intelligence, ChatGPT, Community Service, Interactive Learning Media, Teacher TrainingAbstract
The rapid advancement of Artificial Intelligence (AI) has created new opportunities to improve teaching and learning through innovative digital technologies. However, many teachers in non-formalz educational institutions still have limited knowledge and practical experience in utilizing AI-based tools for instructional purposes. This community service program aimed to enhance teachers' competencies at LKP Karya Prima Kursus through ChatGPT-based training for developing interactive learning media. The program adopted a participatory approach consisting of preparation, coordination, training material development, workshop implementation, mentoring, monitoring, and evaluation. The training introduced participants to Artificial Intelligence concepts, prompt engineering techniques, and practical applications of ChatGPT for generating lesson plans, teaching materials, quizzes, worksheets, presentation content, and interactive learning activities. Program effectiveness was evaluated using pre-test and post-test assessments, participant observations, and satisfaction questionnaires. The evaluation results demonstrated a significant improvement in participants' knowledge and practical competencies, with the average score increasing from 58.40 in the pre-test to 87.65 in the post-test. Furthermore, the overall participant satisfaction reached 95.80%, indicating that the training materials, mentoring process, and practical sessions effectively addressed participants' professional needs. The program also produced various AI-assisted instructional products that can be directly implemented in classroom activities. Overall, the community service program successfully improved teachers' digital literacy, promoted the adoption of Artificial Intelligence in educational practices, and supported the digital transformation of learning at LKP Karya Prima Kursus.
Downloads
References
An, Y., Yu, J. H., & James, S. (2025). Investigating the higher education institutions’ guidelines and policies regarding the use of generative AI in teaching, learning, research, and administration. International Journal of Educational Technology in Higher Education, 22(1), 10. https://doi.org/10.1186/s41239-025-00507-3
Bhutoria, A. (2022). Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model. Computers and Education: Artificial Intelligence, 3, 100068. https://doi.org/10.1016/j.caeai.2022.100068
Chounta, I. A., Bardone, E., Raudsep, A., & Pedaste, M. (2022). Exploring Teachers’ Perceptions of Artificial Intelligence as a Tool to Support their Practice in Estonian K-12 Education. International Journal of Artificial Intelligence in Education, 32(3), 725–755. https://doi.org/10.1007/s40593-021-00243-5
ElSayary, A. (2024). An investigation of teachers’ perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era. Journal of Computer Assisted Learning, 40(3), 931–945. https://doi.org/10.1111/jcal.12926
Laga, S. A., Hermansyah, D., Sihotang, E. T., & Renzina, Y. D. (2025). Utilizing artificial intelligence (AI) for the preparation of daily lesson plans in early childhood education (ECE) in Genteng sub-district Surabaya. Transformasi: Jurnal Pengabdian Masyarakat, 21(2), 328–336. https://doi.org/10.20414/transformasi.v21i2.14067
Munaye, Y. Y., Admass, W., Belayneh, Y., Molla, A., & Asmare, M. (2025). ChatGPT in Education: A Systematic Review on Opportunities, Challenges, and Future Directions. Algorithms, 18(6), 352. https://doi.org/10.3390/a18060352
Samadhiya, A., Kumar, A., Mulat-Weldemeskel, E., Luthra, S., Garza-Reyes, J. A., & Yadav, S. (2026). Next-gen quality learning: How can AI technologies shape education 4.0 and 5.0 towards the SDGs from multiple stakeholders’ perspective? TQM Journal, 38(4), 806–834. https://doi.org/10.1108/TQM-11-2024-0441
Tjindrawan, J., & Doradjat, T. A. (2025). Protection for Non-Formal Educators in the Sector of Intelligent Technology in Accordance With Teacher Competency Standards To Ensure Legal Certainty and Justice. PENA LAW: International Journal of Law, 3(2). https://doi.org/10.56107/penalaw.v3i2.233
Published
Issue
Section
License
Copyright (c) 2026 Dwi Aura Bintang, Muhammad Hasanuddin, Aditya Wiguna
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0)
All articles published by the Indonesian Journal of Applied Science Innovation Outcomes (IJASIO) are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
This license permits users to:
• Share — copy and redistribute the material in any medium or format.
• Adapt — remix, transform, and build upon the material for any purpose, including commercial purposes.
Under the following conditions:
• Attribution — Users must give appropriate credit to the author(s) and the Indonesian Journal of Applied Science Innovation Outcomes (IJASIO), provide a link to the license, and indicate if changes were made.
• ShareAlike — If users remix, transform, or build upon the material, they must distribute their contributions under the same CC BY-SA 4.0 license.
Authors retain copyright of their work while granting IJASIO the right of first publication under the CC BY-SA 4.0 license.
Proper attribution should include the author(s), article title, journal name, publication year, volume, issue, page numbers where applicable, and DOI.
The full license terms are available at: https://creativecommons.org/licenses/by-sa/4.0/
