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TRUVACE RECORD VERSION
record: TRV-2026-2007
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-10-20T10:42:48.086101Z
status: published
lens: g_space
sector: education
headline: Pengembangan Kreativitas Digital Siswa SMA 1 Sedayu melalui Pelatihan Prompt Engineering Berbasis Framework Role-Task-Context
dek: The rapid development of Generative Artificial Intelligence (AI) has transformed learning and working paradigms, shifting the primary challenge from merely seeking information to the ability to formulate precise instructions (prompting). Despite high technology access in Senior High Schools (SMA), its utilization remains largely superficial. This research aims to enhance students' AI literacy skills—encompassing conceptual understanding, ethical awareness, and information verification—through structured prompt e…
gain_title: After Role-Task-Context prompt engineering training with hands-on mobile practice, 31 SMA 1 Sedayu students raised their mean AI literacy score from 57.10 to 89.68 on the study's assessment.
problem_title: (none)
trace_subject: (none)
gain_reading: After Role-Task-Context prompt engineering training with hands-on mobile practice, 31 SMA 1 Sedayu students raised their mean AI literacy score from 57.10 to 89.68 on the study's assessment.
gain_evidence: involving 31 students at SMA 1 Sedayu, Bantul, Yogyakarta
problem_reading: (none)
problem_evidence: (none)
quick_read: Researchers ran a training program at SMA 1 Sedayu in Bantul, Yogyakarta, teaching students to write structured instructions for generative AI using the Role-Task-Context framework. Students practiced on mobile devices, and their scores were compared before and after the sessions.

The result suggests that short structured training can move students from superficial use of AI toward more deliberate use of it. However, the design had no comparison group and covered a single school, so it is unclear whether the gains would last or apply elsewhere.
limitation: The study is pre-experimental with one group of 31 students at a single school and no control group, which limits how far the observed score gains can be generalized or attributed solely to the training.
tag: Evidence-backed gain
key_points: The study used a pre-experimental one-group pretest–posttest design with 31 students. | Mean scores rose from 57.10 before training to 89.68 after training. | Statistical tests included a paired t-test, with |t-Stat| of 18.16 above the critical value of 2.04 (p < 0.05). | A Pearson correlation of 0.759 was reported as showing consistency in adopting the new techniques. | The target skills were conceptual understanding, ethical awareness, and information verification.
rundown: The authors frame the problem as a shift in the main challenge from finding information to formulating precise prompts. They note that although Senior High Schools have high technology access, students' use of it remains largely superficial.

The intervention combined instruction in the Role–Task–Context framework with hands-on practice on mobile devices. Analysis involved normality tests (Shapiro-Wilk and Kolmogorov-Smirnov), Spearman correlation, and paired samples t-tests.

The authors conclude that treating prompt engineering as a life skill can shift students' digital behavior from entertainment toward productivity and strengthen digital literacy in the digital creative economy.
sources:
- peer_reviewed | Jurnal Pengabdian Masyarakat - Teknologi Digital Indonesia. | https://doi.org/10.26798/jpm.v5i2.2732 | 2026-10-20
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