Penguatan Literasi Digital dan Kompetensi AI Guru Madrasah melalui Prinsip CEK untuk Mendukung Inovasi dan Pengembangan Profesional

Abstract

Artificial intelligence (AI) offers teachers new opportunities to design learning activities, develop instructional materials, prepare assessments, and support professional learning. Its use, however, requires critical digital literacy so that technological outputs are not accepted without verification and ethical consideration. This community service program sought to strengthen digital literacy and AI-related competencies among 20 teachers at MA Al-Muawanah Pemulutan. Conducted on 6 August 2026, the program combined conceptual input, discussion, demonstration, guided practice, and reflection. This article adopts a descriptive qualitative approach. Data were drawn from observational notes, participants' responses during discussions, and reflections collected throughout the activity, and were examined by organizing the material, grouping related meanings, and developing themes. The analysis identified source credibility assessment and the distinction between factual information and misinformation or hoaxes as the most salient needs. In response, AI literacy was introduced through the CEK principle: Cermati hasil (scrutinize outputs), Etis penggunaannya (use ethically), and Kembangkan kembali (revise and develop further). The findings suggest that information literacy should underpin the use of AI for lesson planning, material development, assessment, research, and professional learning. Because the program did not employ pre- and post-intervention measures, the findings should not be interpreted as quantitative evidence of effectiveness. Follow-up assessment of teacher-produced work, classroom practices, and competencies over time is required.