Generative AI Literacy for Islamic Communication and STEM Teaching: A NotebookLM Training Study for Elementary School Teachers
DOI:
https://doi.org/10.32832/komunika.v10i1.24283Kata Kunci:
Generative AI literacy, Islamic communication, STEM teaching, NotebookLM, Elementary school teachersAbstrak
This conceptual paper explores how generative AI literacy can be strengthened among elementary school teachers through NotebookLM-based training within the integrated context of Islamic communication and STEM teaching. The study responds to the growing need for teachers to use artificial intelligence not only as a technological tool, but also as a pedagogical and ethical medium for communicating knowledge in meaningful, responsible, and value-based ways. Using an integrative literature-based conceptual analysis, this paper synthesizes key ideas from generative AI literacy, Islamic communication, digital da’wah, STEM pedagogy, ethical AI use, and teacher professional development. The conceptual development process involves four stages: identifying core concepts, reviewing relevant literature, mapping relationships among generative AI literacy, Islamic communication, and STEM teaching, and constructing a proposed NotebookLM-based training framework. The framework consists of three main competencies: AI literacy competence, Islamic communication competence, and STEM pedagogical competence. AI literacy competence emphasizes teachers’ ability to understand, evaluate, and use generative AI critically and responsibly. Islamic communication competence highlights truthfulness, clarity, wisdom, ethical responsibility, and beneficial communication. STEM pedagogical competence focuses on designing interdisciplinary learning activities that connect science, technology, engineering, and mathematics in elementary education. This paper proposes that NotebookLM-based training can support teachers in organizing teaching resources, generating STEM lesson ideas, evaluating AI-generated content, and reflecting on ethical AI use. Although the framework has not yet been empirically tested, it offers a conceptual basis for future qualitative, action research, quasi-experimental, or mixed-method studies. It also contributes to discussions on digital da’wah in contemporary classroom contexts and practice.
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