Persepsi Guru PAUD terhadap Artificial Intelligence: Antara Kemanfaatan, Keterbatasan, dan Pertimbangan Pedagogis

Abstract

The development of Artificial Intelligence (AI) presents both opportunities and challenges for Early Childhood Education (ECE) teachers, particularly in utilizing technology without diminishing the child-centered nature of learning. This study aims to describe ECE teachers’ perceptions of AI use, identify its perceived impacts, and analyze the factors shaping these perceptions. A descriptive qualitative approach was employed at Al-Fatih Kids Kindergarten in Telanaipura, Jambi City, involving six informants consisting of one principal and five teachers selected purposively. Data were collected through observation, semi-structured interviews, and documentation and analyzed using an interactive model involving data reduction, data display, and conclusion drawing and verification. The findings reveal that teachers’ perceptions of AI are positive yet selective. AI is primarily utilized for lesson preparation and administrative tasks, while its use in direct interactions with children is deliberately limited. Teachers perceived benefits in terms of work efficiency and greater variety in learning media, while also recognizing risks related to dependency, reduced creativity, and inaccurate information. Their perceptions were shaped by technological experience, digital literacy, willingness to learn, leadership support, technological facilities, and training opportunities. The findings also indicate that peer learning serves as the primary accessible learning resource when formal AI training is unavailable. This study highlights the importance of developing contextual and critical AI competencies among ECE teachers while maintaining pedagogical practices that remain responsive to children’s developmental needs