Pengaruh Integrasi Artificial Intelligence terhadap Kesiapan dan Persepsi Praktisi Pendidikan Jasmani di Indonesia

Toho Cholik  Mutohir; Zetiawan Trisno; Danang Ari  Santoso; Fekie  Adila; Fansah  Adila; Mega Permata  Sari

doi:10.46838/spr.v7i2.1095

Authors

Toho Cholik Mutohir Universitas Negeri Surabaya
Zetiawan Trisno Universitas PGRI Sumenep
Danang Ari Santoso Universitas PGRI Banyuwangi
Fekie Adila Universitas Riau
Fansah Adila Universitas Riau
Mega Permata Sari Universitas Negeri Surabaya

DOI:

https://doi.org/10.46838/spr.v7i2.1095

Keywords:

artificial intelligence, physical education, teacher readiness, perceived benefits, perceived risks, technology acceptance model

Abstract

This study analyzes the influence of AI integration on the readiness and perceptions of Physical Education (PE) practitioners in Indonesia, a topic not yet comprehensively mapped. A cross-sectional survey was conducted with 352 respondents (undergraduate students, teachers, graduate students, lecturers). The instrument, based on the Technology Acceptance Model (TAM), assessed demographics, AI knowledge, perceived benefits and risks, and readiness. Data were analyzed using descriptive statistics, non-parametric tests, and Spearman correlation. Respondents demonstrated high AI exposure (86.4%). Perceived benefits (mean=4.15±0.67) and risks (3.98±0.71) were both high. A significant paradox emerged: personal readiness was very high (4.29±0.61), while institutional readiness was low (3.74±0.89). Significant differences in risk perception were found based on respondent status (p=0.043). AI knowledge positively correlated with perceived benefits (r=0.18), personal readiness (r=0.24), and innovation support (r=0.26) (all p<0.01). Indonesian PE practitioners exhibit high personal readiness for AI integration, yet this is significantly hindered by low institutional preparedness. Policy priorities should focus on enhancing infrastructure, conducting mass AI literacy training, and establishing data protection regulations.

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