Strategic Planning in a Google Reference School: Digital Transformation and Artificial Intelligence in Primary Education

Yanti Restiawati; Usfandi Haryaka; Amir Masruhim; Wiwik Setiawati; Suharman Suharman

doi:10.67686/didaktika.v10i2.2266

Penulis

Yanti Restiawati Sekolah Dasar Negeri 001 Muara Badak, Kutai Kartanegara, Kalimantan Timur, Indonesia , Sekolah Dasar Negeri 001 Muara Badak, Kutai Kartanegara, Kalimantan Timur, Indonesia
Usfandi Haryaka Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia , Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia
Amir Masruhim Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia , Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia
Wiwik Setiawati Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia , Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia
Suharman Suharman Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia , Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia

DOI:

https://doi.org/10.67686/didaktika.v10i2.2266

Abstrak

Transformasi digital dan kemunculan kecerdasan buatan semakin memengaruhi arah kebijakan dan praktik sekolah dasar. Namun, pembahasan masih sering berpusat pada penggunaan teknologi di kelas dan belum banyak menjangkau bagaimana sekolah menerjemahkan perkembangan tersebut ke dalam perencanaan strategik. Penelitian ini menggunakan desain studi kasus tunggal dengan pendekatan kualitatif untuk mengkaji bagaimana SD Negeri 001 Muara Badak, Kabupaten Kutai Kartanegara, merumuskan perencanaan strategik dalam merespons transformasi digital dan meningkatnya kehadiran kecerdasan buatan. Data dikumpulkan melalui wawancara semi-terstruktur dengan tujuh partisipan, yang terdiri atas kepala sekolah, koordinator kurikulum, guru, dan operator sekolah, serta dilengkapi dengan analisis dokumen. Data dianalisis secara tematik. Hasil penelitian menunjukkan bahwa arah strategik sekolah dibentuk melalui penguatan budaya digital, pengembangan kapasitas guru, dan integrasi teknologi ke dalam program sekolah. Pada saat yang sama, kecerdasan buatan belum terumuskan secara eksplisit dalam dokumen strategik sekolah dan masih dipahami secara tidak merata oleh para partisipan. Temuan ini menegaskan perlunya pergeseran dari penguatan praktik digital umum menuju perumusan posisi strategik kecerdasan buatan yang lebih eksplisit dan koheren dalam perencanaan kelembagaan, serta berkontribusi pada penguatan perencanaan strategik sekolah dasar melalui kejelasan integrasi kecerdasan buatan dalam arah kebijakan sekolah, pengembangan profesional guru, dan keselarasan kebijakan pendidikan.

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