Analysis of Teachers' Readiness to Integrate Artificial Intelligence in Learning in Public High Schools

Abstract

The development of artificial intelligence (AI) has brought significant changes in various sectors of life, including education. The use of AI in learning offers a variety of opportunities to improve the effectiveness of the teaching and learning process through learning personalization, automation of administrative tasks, analysis of learning data, and the provision of more adaptive learning resources. However, the success of AI integration in education is highly dependent on the readiness of teachers as the main actors in the learning process. This study aims to analyze the readiness of teachers in integrating artificial intelligence in learning at SMAN 1 Dompu. The research uses a qualitative approach with a case study design. Data was obtained through in-depth interviews, observations, and documentation involving teachers from various subjects. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing using the interactive model Miles, Huberman, and Saldaña. The results show that most teachers have a positive perception of the use of AI in learning and are aware of its potential in increasing learning effectiveness. However, teacher readiness still faces various challenges, especially related to technological competence, understanding AI-based pedagogy, digital infrastructure, and ethical aspects of using AI in education. This study confirms that teacher competency development, institutional support, and adaptive school policies are important factors in encouraging the integration of AI effectively and responsibly in learning.