Transforming Teacher Competence through ChatGPT: Designing Innovative and Effective Lesson Modules

  • Istiarsyah Istiarsyah Universitas Muhammadiyah Mahakarya Aceh, Bireuen, Aceh,  Indonesia
  • Maisura Maisura Universitas Muhammadiyah Mahakarya Aceh, Bireuen, Aceh,  Indonesia
  • Nurhabibah Nurhabibah Sekolah Tinggi Agama Islam Darul Hikmah, Meulaboh, Aceh,  Indonesia
  • Kumita Kumita Universitas Almuslim, Bireuen, Aceh,  Indonesia
  • Kamarullah Kamarullah Universitas Muhammadiyah Mahakarya Aceh, Bireuen, Aceh,  Indonesia
DOI: https://doi.org/10.51169/ideguru.v10i1.1586

Abstract

This study investigates the potential of ChatGPT, an Artificial Intelligence (AI), to transform teacher competence and lesson design in a junior high school setting in Lhokseumawe, Indonesia. A quasi-experimental pre-test and post-test design was employed with 25 junior high school teachers from Ihyaaussunnah, Lhokseumawe, Aceh. These teachers were asked to utilize ChatGPT for various pedagogical tasks, including lesson planning, assessment design, and content creation. Pre- and post-test questionnaires assessed changes in teacher competence, while a rubric was used to evaluate the quality of lesson modules designed with ChatGPT. Results revealed significant improvements in all measured aspects of teacher competence, including pedagogical knowledge, technological proficiency, and confidence in using ChatGPT for instructional purposes. Lesson modules created with ChatGPT were rated highly across all evaluation criteria, indicating their effectiveness and alignment with modern pedagogical approaches. Qualitative feedback from teachers highlighted the time-saving benefits of ChatGPT, its ability to enhance creativity and personalize learning experiences, and its potential to spark new pedagogical approaches. However, some teachers reported initial challenges in formulating effective prompts and emphasized the need for ongoing support and training. This study provides valuable insights into the potential of ChatGPT to empower teachers and improve instructional design. However, the small sample size and context-specific nature of the findings limit generalizability. Further research is needed to explore the long-term impact of ChatGPT on teacher competence and student learning outcomes in diverse educational settings.

Keywords: chatGPT, artificial intelligence, teacher competence, lesson modules, professional development, educational technology

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Published
2024-11-22
How to Cite:
Istiarsyah, I., Maisura, M., Nurhabibah, N., Kumita, K., & Kamarullah, K. (2024). Transforming Teacher Competence through ChatGPT: Designing Innovative and Effective Lesson Modules. Ideguru: Jurnal Karya Ilmiah Guru, 10(1), 505-513. https://doi.org/10.51169/ideguru.v10i1.1586
Issue
Vol. 10 No. 1 (2025): Edisi Januari 2025
Section
Research Articles

Copyright (c) 2024 Istiarsyah Istiarsyah, Maisura Maisura, Nurhabibah Nurhabibah, Kumita Kumita, Kamarullah Kamarullah

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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