IMPLEMENTASI ARTIFICIAL INTELLIGENCE PADA PEMBELAJARAN BERBASIS TEKNOLOGI: ANALISIS PELUANG, RISIKO, DAN TANTANGAN BAGI GURU

Abstract

The development of digital technology has encouraged the adoption of Artificial Intelligence (AI) in education, including generative AI such as ChatGPT to support teachers’ professional tasks. This study aims to analyze the opportunities, risks, and challenges of AI implementation in technology-based learning from the perspective of teachers in Indonesia. This study employed a literature review method with a descriptive qualitative approach. Data were collected from national journal articles discussing AI and ChatGPT utilization, teachers’ readiness and digital competence, instructional material development, and challenges of AI adoption in Indonesian education. The literature was identified through Google Scholar and other relevant academic sources. The findings indicate that AI provides significant opportunities to improve teachers’ work efficiency and diversify learning activities, particularly in lesson planning, instructional material development, assessment design, and generating learning ideas. Istiarsyah et al. (2025) found that ChatGPT training improved teachers’ pedagogical knowledge, technological skills, and self-confidence. Mandailina et al. (2024) also reported that ChatGPT, Gemini, and Perplexity can support the development of instructional resources. However, teachers’ readiness remains uneven, particularly in pedagogical, ethical, and AI-related competencies. AI adoption also poses risks related to technology dependence, inaccurate information, academic integrity, data privacy, and unequal access to technology. Therefore, AI should function as a supporting tool rather than replace teachers. Effective implementation requires strengthened AI literacy, pedagogical competence, information verification skills, adequate infrastructure, continuous training, and clear regulations for responsible AI use in education.