Assessing School Readiness for Artificial Intelligence ‎Curriculum Transformation: Evidence from Muhammadiyah ‎Schools in Indonesia

Abstract

Artificial Intelligence (AI)-based educational transformation requires schools to be institutionally prepared in terms of human resources, infrastructure, and policy governance. This study aims to analyze the readiness of Muhammadiyah schools to face the implementation of an AI-based curriculum. The study employed a mixed methods approach with a descriptive-analytical design. Data were collected through surveys, interviews, observations, and document analysis across several Muhammadiyah schools. The analysis integrated quantitative and qualitative findings to obtain a comprehensive understanding of school readiness. The results indicate that the overall level of readiness remains moderate and unevenly distributed. Teachers demonstrated positive attitudes toward the use of AI in teaching and learning; however, their AI-related technical and pedagogical competencies remain limited. In terms of infrastructure, some schools still lack adequate technological devices and digital access. Meanwhile, students showed a relatively high level of adaptability to digital technology use. At the institutional level, policies regarding the integration of AI into the curriculum remain partial and unsystematic. This study highlights the need for a well-planned institutional strategy through teacher capacity building, the strengthening of digital infrastructure, and the formulation of AI implementation policies aligned with the educational values of Muhammadiyah. These findings contribute to the development of a school readiness model for AI-based curriculum transformation in Indonesia.