Intervensi Terfase Model IN-ON-IN untuk Mengatasi Gap Implementasi Literasi Koding dan AI Guru SD di Sumatera Utara
- Akhyar Lubis Universitas Pembangunan Panca Budi, Medan, Indonesia
- Fatma Sari Hutagalung Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia
- Riah Ukur Ginting Universitas Sari Mutiara Indonesia, Medan, Indonesia
- Mesran Mesran Sekolah Tinggi Ilmu Manajemen Sukma, Medan, Indonesia
-
Juanda Hakim Lubis
*
Universitas Pembinaan Masyarakat Indonesia, Medan,
Indonesia
- Fajrul Malik Aminullah Napitupulu Institut Modern Arsitektur dan Teknologi, Medan, Indonesia (*) Corresponding Author
Abstract
This community service program aimed to address the gap between conceptual knowledge and practical implementation ability of elementary school (SD) teachers in coding and artificial intelligence (AI) instruction in Medan City and Deli Serdang Regency. Initial needs analysis revealed that while many teachers possessed basic familiarity with coding and AI terminology, the majority had not independently designed lesson plans incorporating coding activities nor systematically used coding platforms in classroom settings. Partner schools also faced uneven device availability and internet connectivity, alongside weak post-training support structures that hindered the transfer of learning to classroom practice. The intervention applied the IN-ON-IN model with contextual coaching: In Service Training 1 (conceptual and practical workshops using Scratch 3.0, Code.org, and Teachable Machine), On-the-Job Training (classroom implementation with field coaching and telementoring), and In Service Training 2 (reflection and consolidation). The program involved 175 elementary school teachers from both regions, implemented October 2025 through February 2026. Evaluation used an explanatory sequential mixed-methods design: pretest–posttest, classroom observation rubrics, learning artifact analysis, and in-depth interviews and focus groups. Results showed knowledge score improvement from 81% to 95% with reduced standard deviation (3.11 to 1.09), alongside qualitative findings confirming gains in lesson plan design competency and project-based coding instruction for the majority of participants. Persistent barriers included limited devices, intermittent internet access, and time constraints for lesson planning. Recommendations emphasize low-resource module development, expansion of telementoring, and cross-stakeholder collaboration to strengthen school infrastructure.
Downloads
References
Ahadi, A., Bower, M., Singh, A., & Garrett, M. (2021). Online professional learning in response to COVID-19: Towards robust evaluation. Future Internet, 13(3), 56. https://doi.org/10.3390/fi13030056
Beasley, J. (2024). Lesson study as a collaborative professional development model: Evidence from cross-institutional practice. Teaching and Teacher Education, 132, 104152. https://doi.org/10.1016/j.tate.2023.104152
Bigelow, J., & Ullman, M. (2025). Sustaining teacher learning: Barriers and enablers in post-training transfer. Journal of Education and Human Development, 14(2), 45–59. https://doi.org/10.15640/jehd.v14n2a4
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Burrell, T. (2023). Applying the CIPP model in educational program evaluation: A systematic review. Evaluation and Program Planning, 96, 102210. https://doi.org/10.1016/j.evalprogplan.2022.102210
Cabezas, R., García, M., & López, P. (2023). Artificial intelligence tools for primary education: Opportunities and challenges. Computers & Education, 194, 104664. https://doi.org/10.1016/j.compedu.2022.104664
Childress, S., Rao, T. S. S., & Bhagat, K. K. (2024). Computational thinking for the digital age: A systematic review of tools, pedagogical strategies, and assessment practices. Educational Technology Research and Development, 72(4), 1893–1924. https://doi.org/10.1007/s11423-023-10245-9
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Domvo, K., Gullickson, A., & Wildschut, T. (2024). Telementoring in teacher professional development: A meta-analysis. Professional Development in Education, 50(2), 221–237. https://doi.org/10.1080/19415257.2024.2011773
Doukari, A., Kassem, H., & Greenwood, P. (2024). The ECHO model in teacher training: Remote coaching for sustainable practice. International Journal of Educational Technology in Higher Education, 21(1), 12. https://doi.org/10.1186/s41239-024-00456-7
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs. Psychological Bulletin, 148(11–12), 765–782. https://doi.org/10.1037/bul0000383
Fernández, J., Carrasco, M., & Sáinz, R. (2021). Artificial intelligence and pedagogy: A systematic review of applications in K–12 education. Postdigital Science and Education, 3(2), 147–165. https://doi.org/10.1007/s42438-020-00123-7
Gehlbach, H., Mascio, B., & McIntyre, J. (2023). Social perspective taking: A professional development induction to improve teacher–student relationships. Journal of Educational Psychology, 115(2), 330–348. https://doi.org/10.1037/edu0000762
Kementerian Pendidikan Dasar dan Menengah. (2025). Panduan implementasi Kurikulum Merdeka untuk jenjang SD: Kompetensi digital dan kecerdasan buatan. Kemendikdasmen.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
MacDonald, K., Smith, J., & Lee, H. (2023). Longitudinal evaluation of blended teacher training programs: Evidence from Southeast Asia. Teaching and Teacher Education, 120, 103897. https://doi.org/10.1016/j.tate.2023.103897
Mandl, H., Müller, K., & Schmidt, F. (2023). Artificial intelligence in education: Policy implications and classroom integration. Computers in Human Behavior, 138, 107514. https://doi.org/10.1016/j.chb.2022.107514
Parker, L., & Sud, R. (2023). Revisiting Kirkpatrick’s model: Applications in teacher training evaluation. Evaluation Review, 47(1), 89–112. https://doi.org/10.1177/0193841X22114789
Vijfeijken, T., Raes, E., & Dochy, F. (2024). Teacher collaboration and professional learning communities: A systematic review. Educational Research Review, 33, 100456. https://doi.org/10.1016/j.edurev.2024.100456
Waluyo, A., Wilian, B., & Sudirman, R. (2023). Integrating computational thinking in Indonesian primary schools: Challenges and opportunities. Indonesian Journal of Educational Technology, 12(3), 215–229. https://doi.org/10.17509/ijet.v12i3.4567
Wingenbach, T. S. H., Pfaltz, M., & Brosnan, M. (2023). Social and affective neuroscience of everyday human interaction: Implications for teacher–AI collaboration. Frontiers in Psychology, 14, 2214388. https://doi.org/10.3389/fpsyg.2023.2214388
Bila bermanfaat silahkan share artikel ini
Berikan Komentar Anda terhadap artikel Intervensi Terfase Model IN-ON-IN untuk Mengatasi Gap Implementasi Literasi Koding dan AI Guru SD di Sumatera Utara
Pages: 137-145
Copyright (c) 2026 Akhyar Lubis, Fatma Sari Hutagalung, Riah Ukur Ginting, Mesran Mesran, Juanda Hakim Lubis, Fajrul Malik Aminullah Napitupulu
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (Refer to The Effect of Open Access).
