TEACHER READINESS AND TRAINING GAPS IN THE INTEGRATION OF DEEP LEARNING TECHNOLOGIES IN ISLAMIC ELEMENTARY SCHOOLS
DOI:
https://doi.org/10.35719/akselerasi.v6i2.849Keywords:
Teacher Readiness, Deep Learning, Islamic Education, Training Gap, Technology IntegrationAbstract
This study explores the readiness of Madrasah Ibtidaiyah (MI) teachers in Jember to integrate deep learning technologies and identifies the main training gaps hindering implementation. Guided by Mulyasa’s theory, teacher readiness involves knowledge, skills, and attitudes toward educational technology, which are crucial for success. Although deep learning—a branch of artificial intelligence—can enhance learning quality through data analysis and personalized feedback, its application in MI is limited by technical and infrastructural constraints. The study reveals that integrating AI into Islamic education requires continuous teacher training and curriculum development aligned with Islamic values. Field research at MI Nurul Islam Tanggul shows that community participation, informal intergenerational training, and adaptive leadership effectively bridge readiness and training gaps. The findings highlight a significant research gap in AI-based learning implementation in Islamic schools and propose a community-driven collaborative training model as an innovative solution for sustainable deep learning integration.
Penelitian ini menelaah kesiapan guru Madrasah Ibtidaiyah (MI) di Jember dalam mengintegrasikan teknologi deep learning serta mengidentifikasi kesenjangan pelatihan yang menjadi hambatan utama. Berdasarkan teori Mulyasa, kesiapan guru mencakup aspek pengetahuan, keterampilan, dan sikap terhadap teknologi pembelajaran yang menentukan keberhasilan implementasi. Meskipun deep learning sebagai cabang kecerdasan buatan berpotensi meningkatkan kualitas pembelajaran melalui analisis data dan umpan balik personal, penerapannya di MI masih terbatas karena kendala teknis dan infrastruktur. Integrasi kecerdasan buatan dalam pendidikan Islam menuntut pelatihan guru berkelanjutan serta pengembangan kurikulum yang selaras dengan nilai-nilai Islam. Penelitian lapangan di MI Nurul Islam Tanggul menunjukkan bahwa keterlibatan komunitas, pelatihan informal lintas generasi, dan kepemimpinan adaptif mampu menjembatani kesiapan guru dan kesenjangan pelatihan. Temuan ini menegaskan adanya celah penelitian dalam implementasi deep learning di madrasah serta menawarkan model pelatihan kolaboratif berbasis komunitas sebagai solusi inovatif dan berkelanjutan.
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