Junior High School Mathematics Teachers’ Practices and Perceptions of Artificial Intelligence Implementation in Buleleng Regency

ABSTRACT : This study aims to describe the profile of junior high school mathematics teachers in Buleleng Regency regarding the implementation of artificial intelligence (AI) in mathematics learning. The research employed a descriptive exploratory survey design with a qualitative approach. Data were collected through open-ended questionnaires to explore teachers’ perceptions, followed by focused interviews to obtain deeper insights. The findings indicate that overall AI adoption among mathematics teachers remains low, although a small number of teachers have begun to integrate AI into their teaching and learning practices. The types of AI used vary, ranging from general design tools to mathematics-specific applications, while the use of large language models remains limited. Teachers who have not adopted AI cite reasons such as lack of perceived need, limited exposure, insufficient information, and uncertainty about its effectiveness. Teachers who have used AI primarily apply it to develop teaching materials and assessments. Most teachers allow students to use AI, provided that its use supports evaluative and reflective learning. Teachers who have adopted AI report benefits related to efficiency, instructional variety, and personalization of learning materials. These findings highlight varying levels of acceptance and readiness among teachers in integrating AI into mathematics education

KEYWORDS: Artificial intelligence, mathematics learning, teacher perception, teacher profile, junior high school