Tinjauan Naratif Tentang Tantangan dan Peluang Kecerdasan Buatan Generatif Di Sekolah Dasar
DOI:
https://doi.org/10.63863/jce.v3i2.344Keywords:
AI generatif, sekolah dasar, peluang pedagogis, tantangan etis, kesenjangan digital, literasi kritisAbstract
Revolusi kecerdasan buatan generatif telah menimbulkan disrupsi nyata di berbagai sektor, namun diskursus tentang penerapannya di sekolah dasar (SD) masih terfragmentasi, padahal anak usia 6–12 tahun berada pada periode perkembangan kognitif yang rentan terhadap teknologi abstrak dan probabilistik. Artikel ini bertujuan untuk memetakan secara kritis peluang pedagogis, tantangan kognitif dan etis, serta arah kebijakan yang reflektif dalam integrasi AI generatif di SD. Penelitian ini menggunakan desain tinjauan naratif dengan pencarian literatur periode Januari–Maret 2026 melalui Scopus, Web of Science, dan Google Scholar, yang dianalisis secara tematik kualitatif. Hasil dan pembahasan menunjukkan bahwa AI generatif menawarkan peluang personalisasi pembelajaran mikro, scaffolding literasi dan numerasi, stimulasi kreativitas kolaboratif, serta dukungan administratif bagi guru. Namun, tantangan serius meliputi risiko atrofi kemampuan berpikir dasar, bahaya halusinasi terhadap pembentukan pengetahuan awal anak, ketidaksesuaian dengan tahap operasional konkret Piaget, bias algoritmik yang dapat tersosialisasi dini, pelanggaran privasi data anak, kesenjangan digital struktural, serta beban dan ketidaksiapan guru secara sistemik. Implikasi temuan menegaskan bahwa keberhasilan integrasi AI generatif di SD tidak ditentukan oleh kecanggihan teknologi, melainkan oleh ketajaman pertimbangan pedagogis dan perlindungan hak perkembangan anak. Diperlukan model integrasi bertahap berdasarkan usia dan konteks sekolah, serta redefinisi peran guru sebagai filter dan fasilitator kritis yang didukung pelatihan berkelanjutan, pengurangan beban administratif, dan kerangka kompetensi sistematis.
Downloads
References
[1] D. Ghiurău and D. E. Popescu, “Distinguishing Reality from AI: Approaches for Detecting Synthetic Content,” Computers, vol. 14, no. 1. p. 1, 2025. doi: 10.3390/computers14010001.
[2] A. El Saddik, J. Ahmad, M. Khan, S. Abouzahir, and W. Gueaieb, “Unleashing Creativity in the Metaverse: Generative AI and Multimodal Content,” ACM Trans. Multimed. Comput. Commun. Appl., vol. 21, no. 7, Jul. 2025, doi: 10.1145/3713075.
[3] J. Batista, A. Mesquita, and G. Carnaz, “Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review,” Information, vol. 15, no. 11. p. 676, 2024. doi: 10.3390/info15110676.
[4] M. Zulfikar, Sri Handayani, and Eva Dianawati Wasliman, “Implementasi AI Generatif dalam Mengurangi Beban Administrasi Guru: Studi Kasus Kualitatif Di Sekolah Dasar Islam Dengan Pendekatan Transformasi Digital,” Didakt. J. Ilm. PGSD STKIP Subang, vol. 12, no. 01 SE-Articles, pp. 101–119, Jan. 2026, doi: 10.36989/didaktik.v12i01.11109.
[5] N. C. Sunday and I. P. Ogbaji, “Digital Ethics in Virtual Classrooms and Educational Technology: Navigating Challenges and Opportunities,” Int’l J. o Educ. Manag. Sci. Prof. Stud., vol. 1, no. 2, pp. 599–609, 2025, [Online]. Available: https://journals.iempsglobal.org/index.php/IJEMPS/article/view/122
[6] R. Nuraini and E. German, “Generative AI as a Teaching and Learning Tool in Elementary Education: A Systematic Literature Review and Meta-Analysis,” J. Educ. Learn. Innov., vol. 5, no. 2 SE-Articles, pp. 89–113, Sep. 2025, doi: 10.46229/elia.v5i2.1097.
[7] S. Bano and S. A. Mehdi, “Systematic Review: Generative Artificial Intelligence (GAI) and Artificial Intelligence (AI) and Learning in Elementary and Secondary Schools,” Pakistan Soc. Sci. Rev., vol. 8, no. 4 SE-Articles, pp. 209–219, Nov. 2024, doi: 10.35484/pssr.2024(8-IV)16.
[8] F. A. Mowla, S. A. Chowdhury, N. J. Akter, and H. K. Bhuiyan, “Bibliometric Analysis of Language Learning in Elementary Schools: Trends and Future Research Directions,” Univers. Educ. J. Teach. Learn., vol. 1, no. 4 SE-Literature Review, pp. 135–144, Dec. 2024, doi: 10.63081/uejtl.v1i4.90.
[9] M. R. A. Taqwa, Z. S. Roozafzai, and E. Suhendi, “Communication, Collaboration, Critical Thinking, and Creative (4Cs) in TVET: A Bibliometric Analysis and Systematic Literature Review,” Univers. Educ. J. Teach. Learn., vol. 3, no. 1 SE-Literature Review, pp. 1–22, Jan. 2026, doi: 10.63081/uejtl.v3i1.94.
[10] I. Luthfiyah, “Trends and Directions in Online Learning Research in Physics and Astronomy Education: A Bibliometric Analysis,” Univers. Educ. J. Teach. Learn., vol. 2, no. 1 SE-Literature Review, pp. 10–22, Jun. 2025, doi: 10.63081/uejtl.v2i1.41.
[11] M. Widyaningsih, B. Robandi, and A. Mudzakir, “Bibliometric: The Role of Science Learning on Student Motivation in Moral Education,” Univers. Educ. J. Teach. Learn., vol. 2, no. 1 SE-Literature Review, pp. 1–9, Apr. 2025, doi: 10.63081/uejtl.v2i1.39.
[12] J. Sukhera, “Narrative Reviews: Flexible, Rigorous, and Practical.,” J. Grad. Med. Educ., vol. 14, no. 4, pp. 414–417, Aug. 2022, doi: 10.4300/JGME-D-22-00480.1.
[13] C. Wohlin, M. Kalinowski, K. Romero Felizardo, and E. Mendes, “Successful combination of database search and snowballing for identification of primary studies in systematic literature studies,” Inf. Softw. Technol., vol. 147, p. 106908, 2022, doi: 10.1016/j.infsof.2022.106908.
[14] L. Yan, S. Greiff, Z. Teuber, and D. Gašević, “Promises and challenges of generative artificial intelligence for human learning,” Nat. Hum. Behav., vol. 8, no. 10, pp. 1839–1850, 2024, doi: 10.1038/s41562-024-02004-5.
[15] A. Han et al., “Teachers, Parents, and Students’ perspectives on Integrating Generative AI into Elementary Literacy Education,” 2024. doi: 10.1145/3613904.3642438.
[16] Q. Lang, M. Wang, M. Yin, S. Liang, and W. Song, “Transforming Education With Generative AI (GAI): Key Insights and Future Prospects,” IEEE Trans. Learn. Technol., vol. 18, pp. 230–242, 2025, doi: 10.1109/TLT.2025.3537618.
[17] İ. S. Ertem, “The Influence of Personalization of Online Texts on Elementary School Students’ Reading Comprehension and Attitudes toward Reading.,” International Journal Of Progressive Education, vol. 9, no. 3. International Association of Educators WT - DergiPark, pp. 218–228, 2013. [Online]. Available: https://izlik.org/JA76JY76TH
[18] R. LaMear and S. von Gillern, “‘AI Is Like 50% Good and 50% Bad’: Exploring the Strengths and Challenges of AI in the Elementary Writing Classroom,” Read. Teach., vol. 79, no. 1, p. e70014, Jul. 2025, doi: 10.1002/trtr.70014.
[19] I. Delikoura, Y. R. Fung, and P. Hui, “From superficial outputs to superficial learning: Risks of large language models in education,” arXiv Prepr. arXiv2509.21972, 2025.
[20] E. Prihatin and S. P. Sutangsa, Transformasi Kebijakan Pendidikan: dari Konsep hingga Pelaksanaan di Era Digital. Indonesia Emas Group, 2025.
[21] M. Vendrell and S.-K. Johnston, “Scaffolding critical thinking with generative AI: Design principles for integrating large language models in higher education,” Comput. Educ. Artif. Intell., vol. 10, p. 100572, 2026, doi: https://doi.org/10.1016/j.caeai.2026.100572.
[22] L. Kohnke, B. L. Moorhouse, and D. Zou, “ChatGPT for language teaching and learning,” Relc J., vol. 54, no. 2, pp. 537–550, 2023, doi: 0.1177/00336882231162868.
[23] Y. Song, J. Kim, W. Xing, Z. Liu, C. Li, and H. Oh, “Elementary school students’ and teachers’ perceptions toward creative mathematical writing with Generative AI,” J. Res. Technol. Educ., pp. 1–23, Feb. 2025, doi: 10.1080/15391523.2025.2455057.
[24] B.-C. Kuo, Z.-E. Bai, and C.-H. Lin, “Developing an AI learning companion for mathematics problem solving in elementary schools,” Comput. Educ., vol. 240, p. 105463, 2026, doi: 10.1016/j.compedu.2025.105463.
[25] S. Abdullahi, K. U. Danyaro, and H. Chiroma, “The rise of hallucination in large language models: systematic reviews, performance analysis and challenges,” Cluster Comput., vol. 29, no. 2, p. 124, 2026, doi: 10.1007/s10586-025-05891-z.
[26] A. Han and Z. Cai, “Design implications of generative AI systems for visual storytelling for young learners,” in Proceedings of the 22nd Annual ACM Interaction Design and Children Conference, 2023, pp. 470–474. doi: 10.1145/3585088.3593867.
[27] I. R. Berson and M. J. Berson, “Fragments of the past: The intersection of AI, historical imagery, and early childhood creativity,” Futur. Educ. Res., vol. 2, no. 4, pp. 403–421, Dec. 2024, doi: 10.1002/fer3.46.
[28] A. S. George, T. Baskar, and P. B. Srikaanth, “The Erosion of Cognitive Skills in the Technological Age: How Reliance on Technology Impacts Critical Thinking, Problem-Solving, and Creativity,” Partners Univers. Innov. Res. Publ., vol. 2, no. 3 SE-Articles, pp. 147–163, Jun. 2024, doi: 10.5281/zenodo.11671150.
[29] A. H. Hall, Q. Gao, and K. White, “Exploring K-3 Teachers’ Uses, Perceived Benefits, and Challenges of Generative AI in Early Writing Instruction,” Early Child. Educ. J., 2026, doi: 10.1007/s10643-026-02183-y.
[30] N. Karakuş, K. Gedik, and S. Kazazoğlu, “Ethical Decision-Making in Education: A Comparative Study of Teachers and Artificial Intelligence in Ethical Dilemmas,” Behavioral Sciences, vol. 15, no. 4. p. 469, 2025. doi: 10.3390/bs15040469.
[31] L. Chong, G. Zhang, K. Goucher-Lambert, K. Kotovsky, and J. Cagan, “Human confidence in artificial intelligence and in themselves: The evolution and impact of confidence on adoption of AI advice,” Comput. Human Behav., vol. 127, p. 107018, 2022, doi: https://doi.org/10.1016/j.chb.2021.107018.
[32] T. Reich and J. D. Teeny, “Does artificial intelligence cause artificial confidence? Generative artificial intelligence as an emerging social referent.,” Journal of Personality and Social Psychology, vol. 130, no. 3. American Psychological Association, Reich, Taly: Leonard N. Stern School of Business, New York University, Tisch Hall, 40 West Fourth Street, New York, NY, US, 10012, taly.reich@stern.nyu.edu, pp. 452–464, 2026. doi: 10.1037/pspa0000450.
[33] E. Yayuk, Pembelajaran Matematika Sekolah Dasar, vol. 1. Malang: UMMPress, 2019.
[34] W. Andriyani et al., AI Generatif dan Mutu Pendidikan. Kabupaten Bandung: Penerbit Widina, 2024.
[35] C. Hartmann, “Oral Exams for a Generative AI World: Managing Concerns and Logistics for Undergraduate Humanities Instruction,” Coll. Teach., pp. 1–10, Sep. 2025, doi: 10.1080/87567555.2025.2558563.
[36] A. Taimur, “Manipulative Phantoms in the Machine: A Legal Examination of Large Language Model Hallucinations on Human Opinion Formation,” in IFIP Advances in Information and Communication Technology, 2025, pp. 59–77. doi: 10.1007/978-3-031-91054-8_3.
[37] N. Al Umri, A. S. Karnyoto, and B. Pardamean, “The Impact of AI-Generated Hallucinations in Educational Settings: Trends, Gaps, and Future Directions,” in 2025 9th International Conference on Information Technology, Information Systems and Electrical Engineering (ICITISEE), 2025, pp. 187–192. doi: 10.1109/ICITISEE68184.2025.11355145.
[38] S. Tao, M. Lan, M. Wang, and H. Li, “Potential risks of generative artificial intelligence integration into K-12 education: A scoping review,” Comput. Educ. Artif. Intell., vol. 10, p. 100561, 2026, doi: 10.1016/j.caeai.2026.100561.
[39] K.-B. Ooi et al., “The Potential of Generative Artificial Intelligence Across Disciplines: Perspectives and Future Directions,” J. Comput. Inf. Syst., vol. 65, no. 1, pp. 76–107, Jan. 2025, doi: 10.1080/08874417.2023.2261010.
[40] Y. Rosdiana, “Hubungan resiliensi dan disposisi matematis terhadap kecerdasan numerik serta dampaknya pada kemampuan literasi matematika tingkat MTs.” UIN Raden Intan Lampung, Lampung, 2025.
[41] S. Suadi, Membajak Gawai demi Akhlak: Rekayasa Neuro-Pedagogi dalam Menanamkan Moderasi Beragama pada Generasi Alpha. Pasuruan: UNU PASURUAN PRESS, 2025.
[42] X. Zhai, M. Nyaaba, and W. Ma, “Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?,” Sci. Educ., vol. 34, no. 2, pp. 649–670, 2025, doi: 10.1007/s11191-024-00496-1.
[43] J. (Lawrence) Du and L. Kohnke, “Repositioning teachers in the age of AI: a cross-disciplinary study of perceptions and practices in China,” Teach. Educ., pp. 1–25, Nov. 2025, doi: 10.1080/10476210.2025.2590694.
[44] L. Vicente and H. Matute, “Humans inherit artificial intelligence biases,” Sci. Rep., vol. 13, no. 1, p. 15737, 2023, doi: 10.1038/s41598-023-42384-8.
[45] J. Afreen, M. Mohaghegh, and M. Doborjeh, “Systematic literature review on bias mitigation in generative AI,” AI Ethics, vol. 5, no. 5, pp. 4789–4841, 2025, doi: 10.1007/s43681-025-00721-9.
[46] J. Castleman and A. Korolova, “Adultification Bias in LLMs and Text-to-Image Models,” in Proceedings of the 2025 ACM Conference on Fairness, Accountability, and Transparency, 2025, pp. 2751–2767. doi: 10.1145/3715275.3732178.
[47] U. Kalim et al., “Female gender bias in artificial intelligence applications for education: a systematic review of regional disparities and equity implications,” AI Soc., 2025, doi: 10.1007/s00146-025-02811-y.
[48] U. Ormanci, “Artificial intelligence in early childhood education: a systematic review of trends, methods, and recommendations for quality education,” Eur. Early Child. Educ. Res. J., pp. 1–26, Apr. 2026, doi: 10.1080/1350293X.2026.2651904.
[49] F. Ramadhani, S. Amintarti, and A. Rezeki, “Development of a Scientific Approach-Based Pocketbook (5M) on the Diversity of Boss Plants in the Sari Embun Lake Area, Tanah Laut Regency,” Univers. Educ. J. Teach. Learn., vol. 1, no. 3 SE-Research Articles, pp. 96–110, Dec. 2025, doi: 10.63081/uejtl.v1i3.57.
[50] A. A. Respati, “Reformulasi UU ITE terhadap Artificial Intelligence Dibandingkan dengan Uni Eropa dan China AI Act Regulation,” J. USM Law Rev., vol. 7, no. 3 SE-Articles, pp. 1737–1758, 2024, doi: 10.26623/julr.v7i3.10578.
[51] D. Facca, M. J. Smith, J. Shelley, D. Lizotte, and L. Donelle, “Exploring the ethical issues in research using digital data collection strategies with minors: A scoping review,” PLoS One, vol. 15, no. 8, p. e0237875, Aug. 2020, [Online]. Available: https://doi.org/10.1371/journal.pone.0237875
[52] K. Beckman, T. Apps, S. K. Howard, C. Rogerson, A. Rogerson, and J. Tondeur, “The GenAI divide among university students: A call for action,” Internet High. Educ., vol. 67, p. 101036, 2025, doi: https://doi.org/10.1016/j.iheduc.2025.101036.
[53] H. O. Bolaji and A. A. Ahmed, “Colleges of Education Pre-Service Teachers’ Awareness, Readiness, and Accessibility Levels with Intelligent Tutoring Systems in North-Central, Nigeria,” Univers. Educ. J. Teach. Learn., vol. 2, no. 3 SE-Research Articles, pp. 116–126, Nov. 2025, doi: 10.63081/uejtl.v2i3.98.
[54] D. Firmansyah et al., “Seminar Introduction AI: Membangun Kesiapan Guru Menghadapi Pembaharuan Teknologi Pendidikan di SDN 15 Cakranegara,” Rengganis J. Pengabdi. Masy., vol. 4, no. 2, pp. 266–274, 2024, doi: 10.29303/rengganis.v4i2.446.
[55] S. Slamet, M. Fitria, and F. Laventia, “Pemaknaan Guru terhadap Peran Artificial Intelligence (AI) dalam Transformasi Digital Pendidikan di Sekolah Dasar,” RIGGS J. Artif. Intell. Digit. Bus., vol. 4, no. 3 SE-Articles, pp. 884–889, Aug. 2025, doi: 10.31004/riggs.v4i3.2074.
[56] Desi Anjas Sasmita, Syaiful Eddy, and S. Suherman, “Pengaruh Teknologi Pembelajaran Dan Dukungan Sosial Terhadap Kinerja Guru Sekolah Dasar di Kecamatan Muara Sugihan,” PESHUM J. Pendidikan, Sos. dan Hum., vol. 5, no. 3 SE-Articles, pp. 5902–5907, Apr. 2026, doi: 10.56799/peshum.v5i3.15573.
[57] A. Mansyur, F. A. Sinaga, T. M. Siregar, S. Frisnoiry, and E. Elfitra, “Optimalisasi Kolaborasi dalam Integrasi Teknologi Sebagai Inovasi Pembelajaran,” J. Inov. Pembelajaran di Sekol., vol. 6, no. 1 SE-, pp. 33–40, May 2025, doi: 10.51874/jips.v6i1.306.
[58] D. Febriani, E. Fahlya, K. Rahayu, N. Wiling, and R. Kurnia, “Peran Sarana dan Prasarana Teknologi Sekolah Dalam Mengoptimalkan Kompetensi Profesional Guru Pendidikan Anak Usia Dini,” Tak. J. Pendidikan, Sains, dan Hum., vol. 4, no. 3 SE-Articles, pp. 722–732, Dec. 2025, doi: 10.56113/takuana.v4i3.223.
[59] H. Mubarok and S. N. C. Attalina, “Studi Fenomenologi Peran Guru Sekolah Dasar Sebagai Fasilitator dalam Pembelajaran Tematik di Kelas Tinggi,” EDUKASIA J. Pendidik. dan Pembelajaran, vol. 3, no. 2 SE-Articles, pp. 75–87, doi: 10.62775/edukasia.v3i2.64.
[60] S. Wahyuni, S. Hartinah, and Y. Prihatin, “Pengaruh Kepemimpinan, Motivasi, Beban Kerja, Kompetensi dan Religiusitas terhadap Kinerja Guru Sekolah Dasar ,” J. Educ. Res., vol. 5, no. 3 SE-Articles, pp. 4060–4072, Aug. 2024, doi: 10.37985/jer.v5i3.1544.
[61] M. Huda, “Pelatihan Pemanfaatan ChatGPT untuk Pengembangan Pembelajaran Bahasa Inggris bagi Guru Sekolah Dasar,” J. Pengabdi. Sos., vol. 2, no. 9, pp. 4416–4423, Jul. 2025, doi: 10.59837/kdyd7a51.
[62] R. C. Fadlah, “Penggunaan Aplikasi Grammarly dalam Meningkatkan Kualitas Menulis Bahasa Inggris,” Karimah Tauhid, vol. 4, no. 9 SE-Articles, pp. 6793–6806, Sep. 2025, doi: 10.30997/karimahtauhid.v4i9.19639.
[63] M. Giangrande, “Does Generative Artificial Intelligence render the Debate-Based Teaching Methodology Obsolete?,” Form. Insegn., vol. 23, no. 1 SE-Articles, pp. 35–42, Apr. 2025, doi: 10.7346/-fei-XXIII-01-25_06.
[64] W. Warlim, R. Effendi, R. Fitria, M. M. Ibrahim, and D. N. Hadiati, “Cross-faculty analysis of AI-enhanced civic character education on digital citizenship development,” Front. Educ., vol. Volume 10-2025, 2026, [Online]. Available: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1690799
[65] R. Romdani and A. Adiyono, “How is Artificial Intelligence (AI) Changing the Future of Computer-Based Testing (CBT)?,” Univers. Educ. J. Teach. Learn., vol. 2, no. 2 SE-Literature Review, pp. 76–85, Jul. 2025, doi: 10.63081/uejtl.v2i2.48.
