Strengthening Economics Teachers' Competence in Designing AI-Based Instructional Materials and Media: A Conceptual Community Service Model for the Merdeka Curriculum Era
DOI:
https://doi.org/10.64243/JOCESI.01.1.01Kata Kunci:
Artificial Intelligence, Community Service, Economics Education, Merdeka Curriculum, Teacher Professional DevelopmentAbstrak
The Merdeka Curriculum requires Indonesian economics teachers to design instructional materials and media that are innovative, contextual, and technology-responsive, yet their capacity to use artificial intelligence (AI) critically for this purpose remains under-examined compared with general or STEM subjects. This article presents a narrative literature review and conceptual model addressing how community service (Pengabdian kepada Masyarakat) programs can strengthen economics teachers' AI-based instructional design competence. Applying a narrative-review method to studies published between 2019 and 2026, the review synthesizes teacher AI-competency frameworks, including TPACK, Intelligent-TPACK, GenAI-TPACK, and the UNESCO AI Competency Framework for Teachers, with evidence from Indonesian teacher-training programs. Based on this synthesis, the article proposes the AI-Integrated Participatory Training model, a six-stage framework covering needs analysis, curriculum mapping, guided AI literacy training, collaborative product development with mentoring, evaluation, and sustainability planning, tailored to economics topics such as market structure, national income, inflation, and financial literacy. A companion evaluation instrument, implementation timeline, and stakeholder-role map are proposed for future teams, including at the Faculty of Economics and Business, Universitas Negeri Jakarta, to adopt and empirically validate. The model offers a subject-specific, mentoring-intensive alternative to generic AI-training programs and a replicable roadmap for strengthening teacher professionalism under the Merdeka Curriculum.
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Hak Cipta (c) 2026 Muhammad Fikri Alamsyah
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