PERSEPSI GURU PAUD DALAM PENGGUNAAN ARTIFICIAL INTELLIGENCE MELALUI KEGIATAN PEMBELAJARAN ANAK USIA DINI

Abstract

This study is motivated by the increasing use of digital technology, including artificial intelligence, which has begun to be integrated into early childhood learning practices but is not yet fully understood by PAUD teachers. The purpose of this study is to analyze PAUD teachers’ perceptions of the use of artificial intelligence in early childhood learning activities. This research employs a qualitative approach using a literature study method. Data collection techniques were carried out through a systematic review of scientific journal articles, books, and policy documents relevant to artificial intelligence and early childhood education. Data analysis was conducted through data reduction, data display, and thematic conclusion drawing. An in-depth analysis was performed to identify patterns, tendencies, and the meaning of teachers’ perceptions regarding the use of artificial intelligence in learning. The results indicate that most teachers perceive artificial intelligence as an innovation with the potential to support interactive and personalized learning. However, teachers also report limitations in knowledge, readiness of competencies, and concerns about the potential impact of artificial intelligence on early childhood development. The conclusion of this study shows that PAUD teachers’ perceptions of artificial intelligence tend to be positive.