ANALISIS LITERATUR KESIAPAN GURU SEJARAH DALAM MENGINTEGRASIKAN ARTIFICIAL INTELLIGENCE (AI) SEBAGAI MEDIA PEMBELAJARAN
Abstract
The rapid development of Artificial Intelligence (AI) has significant implications for education, including history learning. However, the integration of AI in history instruction still faces serious barriers related to teacher readiness as the frontline of classroom technology implementation. This study aims to analyze the literature on history teachers' readiness to integrate AI as a learning medium, encompassing technological, pedagogical, and professional competency dimensions. A systematic literature review (SLR) with a qualitative approach was employed. Thirty scientific literature sources were obtained from Scopus, SINTA, and Google Scholar databases published between 2020–2026, selected using PRISMA criteria. The findings indicate that history teachers' readiness to integrate AI remains at a moderate level, characterized by TPACK (Technological Pedagogical Content Knowledge) competency gaps, limited AI-based professional training, and digital infrastructure barriers. Three readiness dimensions—technical, pedagogical, and affective need to be developed synergistically through structured teacher professional development policies. This study underscores the urgency of reconfiguring history teacher training curricula to align with the demands of the artificial intelligence era.
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