Eksplorasi Persepsi Guru Sekolah Dasar tentang Implementasi Kecerdasan Buatan dalam Pembelajaran di Kelas

Abstract

This study explores primary school teachers' perceptions regarding the implementation of Artificial Intelligence (AI) in classroom learning in Magelang Regency, Central Java. Employing a qualitative approach with an interpretive phenomenological design, in-depth interviews were conducted with 10 primary school teachers. Thematic analysis revealed four main themes reflecting their perceptions: (1) Initial Understanding of AI, (2) Potential of AI in Enhancing Learning, (3) Challenges of AI Implementation, and (4) Hopes and Support Needs. The findings indicate that teachers' understanding of AI is largely basic, predominantly derived from social media and popular applications rather than formal pedagogical training. Nevertheless, they expressed significant enthusiasm for AI's potential to personalize learning, provide interactive learning media, and enhance assessment efficiency. However, this enthusiasm is tempered by substantial implementation challenges, particularly limited infrastructure and inconsistent internet access (90% of teachers), alongside a universal lack of adequate pedagogical AI training (100% of teachers). Concerns about AI software costs, availability, and data ethics also surfaced. To optimize AI utilization, teachers strongly desire comprehensive and continuous practical training, provision of adequate infrastructure and resources, clear AI curriculum development guidelines, and the establishment of professional learning communities. This study underscores the urgent need for holistic support to prepare primary school teachers for an AI-supported educational era.