The Impact Of Ai Use On Teachers’ Reading Interest And Intellectual Independence In Developing Learning Tools: A Study Of Junior High School Teachers In Indonesia
Abstract
This study aims to analyze the impact of the use of artificial intelligence (AI) on reading interest and teachers' intellectual independence in developing learning tools. A total of 35 teachers were involved as respondents. The approach used is mixed methods. The sequential explanatory design combines quantitative and qualitative analysis. Quantitative data was obtained from the Likert scale questionnaire. The analysis used descriptive statistics as well as Pearson correlation tests. Qualitative data were obtained from semi-structured interviews with selected teachers. Thematic methods are used to analyze qualitative data. The results show that the level of AI use by teachers is in the high category. Teachers’ reading interest and intellectual independence were found to be at a moderate level. The results of the Pearson correlation analysis indicate a significant negative relationship between the use of AI and teachers’ reading interest as well as their intellectual independence. Qualitative findings reinforce the quantitative results. Some teachers feel greatly helped by AI but admit to experiencing reduced engagement in reading activities and pedagogical reflection during the preparation of learning tools. This study recommends the importance of reflection-based digital literacy training to maintain a balance between the ease of technology and the strengthening of teachers' professional competenciees
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