Implementasi Pembelajaran Coding dan Artificial Intelligence di SMK PGRI 1 Jakarta
Keywords:
policy implementation, coding learning, artificial intelligence, digital competence, vocational high schoolAbstract
Abstrak
Makalah ini mengkaji implementasi kebijakan Permendikdasmen No. 13 Tahun 2025 tentang pembelajaran Coding dan Artificial Intelligence (AI) di SMK PGRI 1 Jakarta dengan fokus pada proses pelaksanaan, dampaknya terhadap kompetensi serta motivasi belajar siswa, dan faktor-faktor pendukung maupun penghambat. Penelitian menggunakan pendekatan kualitatif deskriptif melalui wawancara, observasi, dan studi dokumen. Hasil penelitian menunjukkan tiga temuan pokok: (1) Kesiapan institusional sekolah berada pada level tinggi, ditunjukkan oleh kepemimpinan kepala sekolah yang visioner, guru TIK yang kompeten, serta ketersediaan laboratorium komputer yang memadai; (2) Pembelajaran Coding dan AI terbukti meningkatkan kemampuan berpikir komputasional dan motivasi belajar siswa secara signifikan, terlihat dari antusiasme belajar, peningkatan partisipasi kelas, serta kemampuan siswa menyelesaikan tugas-tugas berbasis algoritma; (3) Tantangan utama teridentifikasi pada keterbatasan pelatihan guru, ketidakmerataan perangkat belajar, serta kesenjangan akses digital siswa, yang berpotensi menurunkan keberlanjutan belajar di luar sekolah. Penelitian ini menegaskan bahwa keberhasilan implementasi pembelajaran Coding dan AI sangat ditentukan oleh sinergi antara kebijakan nasional, kesiapan satuan pendidikan, kompetensi guru, serta kepemimpinan transformasional yang konsisten dalam mendorong budaya inovasi.
Kata kunci: Implementasi kebijakan, pembelajaran coding, artificial intelligence,
kompetensi digital, SMK.
Abstract
This study examines the implementation of Permendikdasmen No. 13 of 2025 on Coding and Artificial Intelligence (AI) learning at SMK PGRI 1 Jakarta, focusing on the implementation process, its impact on students’ competencies and learning motivation, as well as the supporting and inhibiting factors. Using a descriptive qualitative approach through interviews, observations, and document analysis, the study produced three key findings: (1) The school demonstrates a high level of institutional readiness, supported by visionary leadership, competent ICT teachers, and adequate computer laboratory facilities; (2) Coding and AI learning significantly enhance students’ computational thinking skills and learning motivation, reflected in increased classroom engagement, enthusiasm, and improved ability to complete algorithmic tasks; and (3) The main challenges include limited teacher training,
unequal device availability, and students’ digital access gaps, which may hinder learning continuity outside of school. This study highlights that the success of Coding and AI implementation is strongly influenced by the synergy between national policy, school readiness, teacher competence, and transformational leadership that consistently promotes a culture of innovation.
Keywords: policy implementation, coding learning, artificial intelligence,
digital competence, vocational high school.
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