Teachers' Perceptions of the Use of Artificial Intelligence (AI) in Daily Learning at Elementary Schools

Muhammad Iqbal Al Ghozali; Indani Damayanti; Sitty Nur Syafa Binti Bakri; Siti Su'aedah; Ulif Yasihan Nurikha; Varadila Nur Syafiiqoh; Citra Dwi Asih

doi:10.61227/gjbe.v1i2.252

Authors

Muhammad Iqbal Al Ghozali Universitas Islam Bunga Bangsa Cirebon
Indani Damayanti Universitas Majalengka
Sitty Nur Syafa Binti Bakri Universiti Malaysia Sabah, Malaysia
Siti Su'aedah Universitas Islam Bunga Bangsa Cirebon
Ulif Yasihan Nurikha Universitas Islam Bunga Bangsa Cirebon
Varadila Nur Syafiiqoh Universitas Islam Bunga Bangsa Cirebon
Citra Dwi Asih SDN Rinjani

DOI:

https://doi.org/10.61227/gjbe.v1i2.252

Keywords:

Artificial intelligence, AI in education, teacher perceptions, differentiated learning, teacher digital competence

Abstract

This research examines teachers' perceptions of the use of artificial intelligence (AI) in daily learning at elementary schools. The development of AI technology has brought significant transformation to the world of education, offering great potential to improve the quality of learning through personalized materials, automation of administrative tasks, and provision of interactive learning aids. However, the implementation of AI in elementary school learning still faces various challenges related to teachers' perceptions, competencies, and readiness. The research objectives are to analyze teachers' understanding of AI in the learning context, explore teachers' experiences in using AI-based applications, identify the benefits and challenges faced, evaluate the effectiveness of AI in supporting differentiated learning, and identify support needs for optimizing AI utilization. This research uses a qualitative approach with descriptive methods. Data were collected through in-depth interviews with six classroom teachers (grades 1-6), one school principal, and one school operator at SDN Rinjani, Cirebon City, in November-December 2024. The research instrument was a semi-structured interview guide. Data analysis used the Miles and Huberman model through stages of data reduction, data presentation, and conclusion drawing. Data validity was ensured through source triangulation and member checking. The research findings show that teachers have diverse understandings of AI, ranging from basic concepts as assistive tools to more comprehensive understanding of AI's role in learning transformation. The AI applications used include PowerPoint, Wordwall, Assemblr Edu, ChatGPT, Gemini, Perplexity, and Canva. Teachers reported various benefits of AI such as ease of access to information, efficiency in creating materials, personalized learning, and increased student creativity. The challenges faced include limited teachers' digital competence, suboptimal technological infrastructure, and the risk of excessive dependence on AI. AI was found to be effective in supporting differentiated learning through adaptation of content, process, and learning products according to individual student needs. The required support includes systematic training, infrastructure improvement, and supportive policy development. The research concludes that although teachers show positive attitudes toward AI, optimal implementation requires comprehensive investment in developing teacher competence and technological infrastructure. Further research is recommended to examine the long-term impact of AI use on student learning outcomes and develop effective teacher training models.

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