ANALISIS KESIAPAN PEDAGOGICAL DIGITAL INTELLIGENCE PADA CALON GURU TEKNOLOGI INFORMASI DI ERA PEMBELAJARAN BERBANTUAN AI

Abstract

The development of artificial intelligence (AI)–supported learning requires prospective Information Technology teachers not only to possess technical digital skills but also to demonstrate pedagogical digital intelligence in making reflective and ethical instructional decisions. This study aims to analyze the level of Pedagogical Digital Intelligence (PDI) readiness among prospective Information Technology teachers in the era of AI-supported learning. The research employed a quantitative approach using a descriptive-analytical survey method. The participants were prospective Information Technology teachers who had completed pedagogical and technology-related courses. Data were collected through a PDI readiness questionnaire encompassing four dimensions: digital technology mastery, basic AI understanding, AI-based pedagogical decision-making, and ethical considerations and digital responsibility. Data analysis was conducted descriptively by examining mean scores and readiness categories for each dimension. The results indicate that the overall level of pedagogical digital intelligence readiness among prospective Information Technology teachers falls within the moderately ready category. The dimensions of digital technology mastery and basic AI understanding demonstrate higher readiness levels compared to AI-based pedagogical decision-making and ethical considerations in AI use. These findings suggest that prospective teachers tend to be more technically prepared than pedagogically and reflectively prepared. The study highlights the importance of strengthening pedagogical digital intelligence in Information Technology teacher education programs to ensure the critical, ethical, and responsible integration of AI in educational practice