IPS Teachers Readiness for Integrating Artificial Intelligence into Instruction in Rural Schools: A Multisite I-TPACK Analysis in Tuban Regency
Keywords:
IPS,, Teacher Readiness, Artificial Intelligence, I-TPACK, Rural Schools, Social Studies Learning, Belief-Practice Gap, Digital DivideAbstract
The integration of artificial intelligence (AI) into Social Studies (IPS) learning in rural schools faces unmapped structural challenges, particularly through an Intelligent-TPACK (I-TPACK) lens. This study analyzes IPS teachers' readiness to integrate AI as a learning medium in rural schools of Tuban Regency using an I-TPACK framework incorporating AI ethics dimensions. A qualitative multi-site case study design was applied across three state junior high schools. Data were collected through semi-structured interviews (n=9 IPS teachers, 3 principals, 6 students), classroom observations (18 sessions), and document analysis. Findings show strong competency in Content Knowledge (CK) and Pedagogical Knowledge (PK) domains, but critical gaps in Intelligent-Technological Knowledge (I-TK) and cross-domain integration. The central finding is the belief-practice gap phenomenon, exacerbated by three inhibitor clusters: inadequate digital infrastructure, restrictive institutional policies, and low AI-related self-efficacy. This study contributes a contextualized I-TPACK model for Indonesian rural schools and evidence-based policy recommendations.
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