ENHANCING TEACHERS’ DIGITAL COMPETENCE THROUGH GENERATIVE AIBASED 3D CARTOON LEARNING MEDIA FOR DEEP LEARNING

Abstract

The rapid development of Generative Artificial Intelligence (GenAI) provides new
opportunities for teachers to create innovative digital learning resources. Still, its educational value
depends on teachers’ digital competence and pedagogical ability to use AI appropriately. This
study aimed to examine the development of teachers’ Generative AI competence through the
development of 3D cartoon learning media aligned with the principles of Mindful, Meaningful,
and Joyful Learning. A mixed-method intervention design was employed with 130 elementary
school teachers from the Gugus Dewi Kunthi elementary school cluster in Gunungpati, Semarang,
Indonesia. The quantitative component used a one-group pretest–posttest design, while qualitative
data were collected through observation, documentation, mentoring activities, and analysis of
teacher-produced learning-media products. The intervention consisted of orientation and initial
assessment, Generative AI training, 3D cartoon media production, mentoring and pedagogical
integration, and evaluation. The results showed that Generative AI literacy increased from 10% to
100%, while the utilization of Generative AI for learning-media development increased from 10%
to 98%. The 130 participating teachers also produced 130 3D cartoon learning media products.
Product analysis indicated the integration of visual storytelling, animation, narration, contextual
content, and the principles of Mindful, Meaningful, and Joyful Learning. The findings suggest that
practice-based Generative AI professional development can support teachers in moving from
digital content users to learning-media creators and pedagogical decision-makers. However, given
the absence of a comparison group and direct measures of student learning outcomes, the findings
do not establish causal effects on student achievement. Generative AI can therefore serve as an
enabling technology to strengthen teachers’ capacity to create contextual and pedagogically
oriented digital learning resources while maintaining teacher agency at the center of the learning
process.