An Analysis of Elementary School Teachers Perceptions and Readiness Levels in Integrating Artificial Intelligence (AI) Into their Teaching Angghi Apryani (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Asma Zakiyah (d), Bella Isnaeni (e), Deby Anatasya Salsabila (f), Muhammad Wafa Rifqia (g), Ahmad Fauzi (h)
(a,b,c,d,e,f,g,h) Primary Teacher Education Study Program, Faculty of Teacher Training and Tarbiyah, Pelita Bangsa University, Cikarang, Bekasi, Indonesia
Abstract
This study aims to examine the perceptions and readiness of elementary school teachers towards Artificial Intelligence (AI) in learning. The research focuses on teacher perceptions of AI, knowledge of AI concepts and applications, skills in utilizing AI, readiness of facilities and institutional support, and teacher attitudes and motivations in integrating AI. This study used a quantitative descriptive approach using a survey method. Data were collected through a questionnaire using a Likert scale of 1-4, analyzed using descriptive statistics in the form of percentages and frequency distributions. The results show that teacher perceptions of the benefits of AI are in the good category with a percentage of 75%. Teacher knowledge of AI concepts and applications and skills in utilizing AI technology are each in the fairly good category with a percentage of 73%. The readiness of facilities and institutional support obtained a low percentage of 70%, indicating still limited facilities and support. Meanwhile, teacher attitudes and motivations in integrating AI are again in the good category with a percentage of 75%. In terms of perception and motivation, teachers are ready. However, to integrate AI in learning successfully, it is necessary to improve competence as well as support from facilities and policies.
Keywords: Perceptions and Readiness of Elementary School Teachers, Artificial Intelligence (AI), Learning
