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Program bertujuan meningkatkan kompetensi pedagogik dan profesional melalui pemanfaatan ChatGPT sebagai alat bantu berbasis kecerdasan buatan. Pelaksanaan dilakukan melalui empat tahap: persiapan, pelatihan dan pendampingan praktik penyusunan prompt, mentoring lanjutan, serta evaluasi dengan pre-test, post-test, dan observasi produk. Hasil menunjukkan peningkatan pemahaman dan keterampilan, serta respons kepuasan yang sangat positif, sementara tantangan utama berupa kebutuhan literasi prompt dan penyuntingan mandiri agar sesuai kaidah pedagogis serta nilai-nilai keislaman madrasah.",{"@graph":63,"@context":119},[64,81,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":31,"@type":70,"position":77},"https://docshare.wps.com/id/document/penelitian-laporan/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/training-on-creating-chatgpt-based-teaching-modules-to-improve-teacher-competence-at-ma-attarbiyah-addiniyah-al-amin-gersik/229514/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/training-on-creating-chatgpt-based-teaching-modules-to-improve-teacher-competence-at-ma-attarbiyah-addiniyah-al-amin-gersik/229514.png","ImageObject",300,407,{"name":89,"@type":90},"Aria","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-10-05","2026-09-10",true,{"@type":99,"interactionType":100,"userInteractionCount":71},"InteractionCounter",{"@type":101},"ViewAction",{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"Apa masalah utama yang dihadapi guru di MA Attarbiyah Addiniyah Al-Amin Gersik dalam menyusun modul ajar?","Question",{"text":109,"@type":110},"Guru menghadapi kendala menyusun modul ajar yang kontekstual dan variatif sesuai Kurikulum Merdeka, dipengaruhi keterbatasan waktu serta rendahnya literasi teknologi kecerdasan buatan. Selain itu, sebagian guru masih mengunduh lalu memodifikasi modul dari internet tanpa penyesuaian konteks yang memadai.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"Bagaimana metode pelaksanaan pelatihan ini dilakukan?",{"text":114,"@type":110},"Metode pelaksanaan mencakup empat tahap: persiapan (analisis kebutuhan dan koordinasi mitra), pelaksanaan (ceramah, demonstrasi, serta pendampingan praktik penyusunan prompt), pendampingan lanjutan (praktik mandiri didampingi tim), dan evaluasi (pre-test, post-test, serta observasi produk modul ajar).",{"name":116,"@type":107,"acceptedAnswer":117},"Apa hasil dan tantangan yang ditemukan setelah kegiatan pelatihan?",{"text":118,"@type":110},"Hasil menunjukkan peningkatan pemahaman dan keterampilan guru dalam memanfaatkan ChatGPT untuk menyusun capaian pembelajaran, tujuan pembelajaran, kegiatan pembelajaran, dan instrumen asesmen, ditunjukkan kenaikan skor pre-test ke post-test serta respons kepuasan yang sangat positif. Tantangan meliputi kebutuhan literasi prompt yang lebih matang dan pentingnya penyuntingan mandiri agar konten AI tetap sesuai kaidah pedagogis dan nilai-nilai keislaman madrasah.","https://schema.org",{"og:url":79,"og:type":121,"og:title":59,"og:site_name":92,"og:description":61},"article",{"robots":123,"canonical":79},"index,follow",{"doc_id":125,"site_id":56},229514,1791232645,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":89,"user_avatar":130,"doc_module":4,"category_id":30,"category_name":31,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":71,"is_deleted":4,"is_public":71,"is_downloadable":71,"audit_status":71,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":142},2336464648322,"https://ap-avatar.wpscdn.com/avatar/2200025388227c56fec?_k=1778556882303663488","Pelatihan Pembuatan Modul Ajar Berbasis Chatgpt Sebagai Upaya  \nPeningkatan Kompetensi Guru di MA Attarbiyah Addiniyah Al-Amin Gersik  \nAlfan Hadi¹, Samsul Hakim², Syamsul Hadi³, Budiman4  \nSTAI Al-Amin Gersik Kediri Lombok Barat NTB1-4  \nEmail korespondensi: [alfanhadi70@gmail.com](alfanhadi70@gmail.com1)[1](alfanhadi70@gmail.com1), [aizoehakim@gmail.com](aizoehakim@gmail.com2)[2](aizoehakim@gmail.com2),  \n[soelhadi69@gmail.com](soelhadi69@gmail.com3)[3](soelhadi69@gmail.com3), [budiaboed17@gmail.com](budiaboed17@gmail.com4)[4](budiaboed17@gmail.com4)  \nAbstrak  \nGuru di MA Attarbiyah Addiniyah Al-Amin Gersik menghadapi kendala dalam menyusun modul ajar yang kontekstual, variatif, dan sesuai tuntutan Kurikulum Merdeka, terutamakarena keterbatasan waktu dan minimnya literasi teknologi kecerdasan buatan (Fitriani, 2018; Fauzi & Wibowo, 2022) . Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi pedagogik dan profesional guru dalam menyusun modul ajar melalui pemanfaatan ChatGPT sebagai alat bantu berbasis kecerdasan buatan. Metode pelaksanaan mencakup empat tahap, yaitu tahap persiapan (analisis kebutuhan dankoordinasi dengan mitra), tahap pelaksanaan (ceramah, demonstrasi, dan pendampinganpraktik penyusunan prompt), tahap pendampingan lanjutan (praktik mandiri didampingi tim pengabdi), dan tahap evaluasi (pre-test, post-test, serta observasi produk modul ajar) . Kegiatan diikuti oleh 24 guru dari berbagai mata pelajaran. Hasil kegiatan menunjukkan peningkatan pemahaman dan keterampilan guru dalam memanfaatkan ChatGPT untuk menyusun capaian pembelajaran, tujuan pembelajaran, kegiatan pembelajaran, sertainstrumen asesmen, yang ditunjukkan oleh kenaikan rerata skor pre-test ke post-test sertarespons yang sangat positif pada angket kepuasan peserta. Guru juga mampu menghasilkandraf modul ajar dalam waktu yang jauh lebih singkat dibandingkan proses konvensional, sejalan dengan temuan Siboro dkk. (2025) dan Ahmad (2024) . Tantangan yang ditemukanmeliputi kebutuhan literasi prompt yang lebih matang dan pentingnya penyuntingan mandiriagar hasil AI tetap sesuai kaidah pedagogis dan nilai-nilai keislaman madrasah. Kegiatan inidisimpulkan efektif sebagai strategi peningkatan kompetensi guru berbasis teknologi dan direkomendasikan untuk dilaksanakan secara berkelanjutan dengan pendampingan lanjutan.  \nKata Kunci: ChatGPT; modul ajar; kompetensi guru; kecerdasan buatan; pengabdian masyarakat  \nAbstract  \nTeachers at MA Attarbiyah Addiniyah Al-Amin Gersik face difficulties in developing contextual and varied teaching modules that comply with the requirements of the Merdeka Curriculum, mainly due to limited time and low literacy in artificial intelligence technology (Fitriani, 2018; Fauzi & Wibowo, 2022) . This community service program aimed to improve teachers' pedagogical and professional competence in developing teaching modules through the use of ChatGPT as an artificial-intelligence-based assistive tool. The implementation method consisted of four stages: preparation (needs analysis and coordination with the partner school), implementation (lectures, demonstrations, and guided practice in prompt writing), continued mentoring (independent practice supervised by the service team), and  \nevaluation (pre-test, post-test, and observation of the resulting teaching module drafts) . The program involved 24 teachers from various subjects. The results showed an improvement in teachers' understanding and skills in using ChatGPT to formulate learning outcomes, learning objectives, learning activities, and assessment instruments, as indicated by an increase in the mean pre-test to post-test scores and highly positive responses in the participant satisfaction questionnaire. Teachers were also able to produce teaching module drafts in significantly less time than the conventional process, consistent with the findings of Siboro et al. (2025) and Ahmad (2024) . Challenges identified included the need for more mature prompt","cbCaiqc3Tk1RYAzm","https://ap.wps.com/l/cbCaiqc3Tk1RYAzm","pdf",422939,17,"Indonesian","# A. PENDAHULUAN\n## Kurikulum Merdeka dan tuntutan modul ajar\n## Permasalahan awal di MA Attarbiyah Addiniyah Al-Amin Gersik","[{\"question\":\"Apa masalah utama yang dihadapi guru di MA Attarbiyah Addiniyah Al-Amin Gersik dalam menyusun modul ajar?\",\"answer\":\"Guru menghadapi kendala menyusun modul ajar yang kontekstual dan variatif sesuai Kurikulum Merdeka, dipengaruhi keterbatasan waktu serta rendahnya literasi teknologi kecerdasan buatan. Selain itu, sebagian guru masih mengunduh lalu memodifikasi modul dari internet tanpa penyesuaian konteks yang memadai.\"},{\"question\":\"Bagaimana metode pelaksanaan pelatihan ini dilakukan?\",\"answer\":\"Metode pelaksanaan mencakup empat tahap: persiapan (analisis kebutuhan dan koordinasi mitra), pelaksanaan (ceramah, demonstrasi, serta pendampingan praktik penyusunan prompt), pendampingan lanjutan (praktik mandiri didampingi tim), dan evaluasi (pre-test, post-test, serta observasi produk modul ajar).\"},{\"question\":\"Apa hasil dan tantangan yang ditemukan setelah kegiatan pelatihan?\",\"answer\":\"Hasil menunjukkan peningkatan pemahaman dan keterampilan guru dalam memanfaatkan ChatGPT untuk menyusun capaian pembelajaran, tujuan pembelajaran, kegiatan pembelajaran, dan instrumen asesmen, ditunjukkan kenaikan skor pre-test ke post-test serta respons kepuasan yang sangat positif. Tantangan meliputi kebutuhan literasi prompt yang lebih matang dan pentingnya penyuntingan mandiri agar konten AI tetap sesuai kaidah pedagogis dan nilai-nilai keislaman madrasah.\"}]","Pelatihan Pembuatan Modul Ajar Berbasis ChatGPT sebagai Upaya Peningkatan Kompetensi Guru di MA Attarbiyah Addiniyah Al-Amin Gersik | PDF",1789040309,26]