Elementary School Teachers' Perception of the Use of AI in the Preparation of Learning Tools

Vita Puspita Sari, Haifaturrahmah Haifaturrahmah, Intan Dwi Hastuti, Sukron Fujiaturrahman, Sri Ulandari, Heni Andriani

Abstract


This study aims to comprehensively examine primary school teachers’ perceptions of the use of Artificial Intelligence (AI) in the development of teaching and learning materials through a synthesis of various published research findings. The study employed a Systematic Literature Review (SLR) method, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, which encompass the stages of identification, screening, eligibility assessment, and article selection. Literature sources were obtained from the Google Scholar, Scopus, ERIC, ScienceDirect, and Garuda databases, covering publications from 2016 to 2026. The findings indicate that primary school teachers generally hold a positive perception of the use of AI, as it enhances efficiency, supports creativity, and facilitates the development of teaching modules, teaching materials, learning media, and assessment instruments. The implementation of AI still faces various challenges, including limited digital literacy, the digital divide, and issues regarding ethics and the accuracy of information. Strengthening teachers’ competencies, policy support, and the development of adaptive and sustainable AI utilisation are crucial aspects in improving the quality of learning in primary schools.

Keywords


Artificial Intelligence; Instructional Materials; Systematic Literature Review

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References


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