THE PERCEPTION OF MELAWI JUNIOR HIGH SCHOOL PRINCIPALS ON ENHANCING AI-BASED LEARNING

Abstract

This study aims to describe the perceptions of junior high school (SMP) principals in Melawi Regency regarding the use of Artificial Intelligence (AI) to improve the quality of learning. The research approach used is descriptive quantitative with a sample of 40 school principals selected through purposive sampling technique. The questionnaire covers aspects of AI understanding, ethics, data privacy, the role of teachers, and competence development. The results show that the majority of principals have a positive perception of AI in education, with most respondents understanding the concept and function of AI and believing in its ability to enhance learning quality. They are also committed to the ethical use of AI and supporting academic integrity, reflected in the highest score (4.0) on the statement regarding AI as a tool to support teachers. However, the main challenges identified include the lack of AI content curation and validation (the lowest score of 3.0), limited infrastructure, and low familiarity with specific AI tools and practical application abilities (score of 3.2). Despite the positive perceptions, the optimal adoption of AI is hindered by technical and capacity challenges. Therefore, the recommendations from this study are to enhance continuous training, provide adequate infrastructure, and develop clear policies related to ethics and data privacy protection to support the effective implementation of AI-based learning.