A Netnography of Elementary School Teachers' Sensemaking of Coding and Artificial Intelligence
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.510Keywords:
guru sekolah dasar; kecerdasan artifisial; koding; netnografi; berpikir komputasionalAbstract
Penerapan Koding dan Kecerdasan Artifisial pada pendidikan dasar menghadirkan tuntutan pedagogis baru bagi guru. Penelitian ini menganalisis cara guru sekolah dasar memaknai, menafsirkan, dan menegosiasikan implementasinya melalui jejak digital publik. Penelitian menggunakan pendekatan netnografi kualitatif. Korpus terdiri atas 30 unit makna dari enam artefak digital publik yang diproduksi guru pada dua platform selama Agustus-Desember 2025. Data dianalisis melalui pengodean terbuka, pengodean terfokus, perbandingan lintas data, dan analisis tematik interpretatif. Analisis difokuskan pada cara guru menerjemahkan tuntutan kebijakan menjadi keputusan pedagogis yang sesuai dengan perkembangan anak serta membentuk batas etis penggunaan AI. Empat tema ditemukan: kesenjangan antara penerimaan konseptual dan praktik kelas; domestikasi pedagogis koding menjadi berpikir komputasional melalui pembelajaran kontekstual dan tanpa perangkat; kecerdasan artifisial sebagai asisten, bukan otoritas; serta pengaruh ekosistem sekolah. Keberhasilan implementasi bergantung pada kompetensi teknologi guru, penerjemahan pedagogis, literasi kecerdasan artifisial yang kritis, pengembangan profesional, infrastruktur, panduan, dan dukungan institusional yang berkelanjutan. Temuan menempatkan guru sebagai penerjemah kebijakan teknologi ke dalam praktik pembelajaran sekolah dasar.
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