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All Journal International Journal of Interdisciplinary Research Jurnal Pendidikan
Muh Habibulloh
Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
Religion Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media

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Ethics of Artificial Intelligence Usage in Education: A Qualitative Study on Teachers' and Students' Perceptions Muh Habibulloh
International Journal of Interdisciplinary Research Vol. 1 No. 1 (2025): January 2025
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijir.v1i1.222

Abstract

The use of artificial intelligence (AI) in education is becoming increasingly widespread, offering numerous benefits while also raising ethical dilemmas. This study aims to explore teachers' and students' perceptions of AI implementation in education, highlighting its benefits, challenges, and ethical implications. Using a qualitative approach, the research involved in-depth interviews with 20 teachers and students from various high schools in Indonesia. Data were analyzed using thematic coding techniques to identify key patterns in their responses. The findings indicate that AI can enhance learning efficiency, facilitate curriculum personalization, and support educational administration management. However, concerns exist regarding algorithmic bias, personal data security, and the impact on social interactions in learning. Teachers emphasized the need for clear regulations on AI usage, while students were more focused on the benefits that technology can offer. This study concludes that although AI holds great potential in education, strict policies and ethical guidelines are necessary to ensure its balanced use and to prevent it from replacing the human role in the learning process. These findings provide valuable insights for policymakers and education practitioners in designing more ethical and effective AI implementation strategies.
Artificial Intelligence Assisted Learning in Primary Education: Examining Its Impact on Critical Literacy, Learning Engagement and 21st Century Skills Development Muh Habibulloh
J-PE: Jurnal Pendidikan Vol. 1 No. 1 (2026): Vol 1 No 1 June 2026
Publisher : CV. Gerasi Insan Nusantara

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Abstract

Artificial Intelligence (AI) has emerged as a transformative force in education, offering innovative opportunities to enhance learning experiences, promote personalized instruction, and develop future-ready competencies. Despite the growing integration of AI technologies in educational settings, empirical evidence regarding their effectiveness in primary education, particularly in rural and semi-rural contexts, remains limited. This study investigates the impact of AI-assisted learning on critical literacy, learning engagement, and 21st-century skills among elementary school students in Trenggalek Regency, Indonesia. Employing a mixed-method quasi-experimental design, the study involved 128 fifth-grade students from four public elementary schools: SD Negeri 1 Surodakan, SD Negeri 2 Baruharjo, SD Negeri Sumbergayam, and SD Negeri 1 Kedung Lurah. The intervention was implemented over twelve weeks and integrated ChatGPT-assisted inquiry learning, AI-supported reading activities, adaptive quizzes, AI-generated project tasks, and automated feedback systems. Quantitative data were collected through critical literacy tests and student engagement questionnaires, while qualitative data were obtained through classroom observations and semi-structured interviews. Statistical analyses included descriptive statistics, independent-sample t-tests, and effect size calculations, whereas qualitative data were analyzed using thematic analysis. The results revealed that students exposed to AI-assisted learning achieved significantly higher critical literacy scores (M = 82.40) than students receiving conventional instruction (M = 71.60), with a large effect size (d = 1.76). Furthermore, AI-assisted learning significantly improved behavioral, emotional, and cognitive engagement, while also fostering digital literacy, critical thinking, creativity, communication, collaboration, and problem-solving skills. Qualitative findings indicated increased learning motivation, personalized support, and enhanced inquiry behaviors. These findings suggest that AI-assisted learning represents an effective pedagogical innovation capable of strengthening literacy development, student engagement, and future-oriented competencies in primary education, particularly within rural educational contexts undergoing digital transformation.
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