EXPLORING ENGLISH TEACHERS' PERCEPTIONS AND EXPERIENCES WITH AI-ASSISTED MODULE CREATION (A Case Study of Perplexity AI in The Merdeka Curriculum Framework at MTsN 2 BLITAR)"

ZENI MAULIDIANA FIBRIANI, 1880510230005 and NURUL CHOJIMAH, 196906292009012001 and DWI ASTUTI WAHYU NURHAYATI, 197602222009012003 (2025) EXPLORING ENGLISH TEACHERS' PERCEPTIONS AND EXPERIENCES WITH AI-ASSISTED MODULE CREATION (A Case Study of Perplexity AI in The Merdeka Curriculum Framework at MTsN 2 BLITAR)". [ Thesis ]

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Abstract

The thesis entitled " Exploring English Teachers' Perceptions and Experiences With AI-Assisted Module Creation (A Case Study of Perplexity AI in The Merdeka Curriculum Framework at MTsN 2 BLITAR)" was written by Zeni Maulidiana Fibriani, Student Registered Number 1880510230005, Master’s Degree Program, English Education Postgraduate, supervised by Dr. Nurul Chojimah, M.Pd. and Dr. Dwi Astuti Wahyu Nurhayati, S.S., M.Pd. Keywords: Perplexity AI, Merdeka Curriculum, English teachers, module creation, Artificial Intelligence, qualitative study This study explores English teachers’ perceptions and experiences in utilizing Perplexity AI for module creation within the Merdeka Curriculum framework at MTsN 2 Blitar. The research is motivated by the increasing demand for innovative, curriculum-aligned teaching materials and the growing integration of artificial intelligence in education. The main objectives are to investigate how teachers perceive and experience the use of Perplexity AI, to compare the AI-assisted module creation process with the conventional module creation process, and to assess the alignment of AI-generated modules with the Merdeka Curriculum’s objectives. A qualitative case study approach was employed, involving three English teachers actively engaged in module development using Perplexity AI. Data were collected through semi-structured interviews, classroom observations, and module analysis. Thematic analysis was used to identify key patterns and themes from the collected data. The findings indicate that teachers perceive Perplexity AI as a highly empowering tool that significantly streamlines the module creation process. The use of AI reduced the time required for module development from several days or weeks to less than two hours per module. Teachers reported increased motivation, professional growth, and enhanced confidence in instructional design. However, challenges such as the need for precise prompt formulation, manual integration of AI outputs, and the risk of over-reliance on technology were also identified. Module analysis revealed that AI-generated modules were generally well-structured, comprehensive, and aligned with the Merdeka Curriculum, though further integration of authentic local experiences and digital media was suggested. In conclusion, Perplexity AI offers substantial benefits for English teachers in developing curriculum-aligned modules more efficiently in terms of time and workflow. The study highlights the importance of teacher agency in adapting and contextualizing AI-generated content to meet students' needs and curriculum standards. While teachers found the tool helpful for accelerating module preparation and supporting curriculum alignment, the qualitative data did not provide direct evidence of improvements in instructional effectiveness or student learning outcomes. These findings provide valuable insights for educators, policymakers, and researchers interested in the practical application of AI in curriculum development and English language instruction

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