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All Journal TOFEDU: The Future of Education Journal
Nadila Putri Nassel
Universitas Pahlawan Tuanku Tambusai
Education Languange, Linguistic, Communication & Media Mathematics Other

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The The Use of Generative AI to Improve Reading Literacy Skills among Generation Alpha Students: A Systematic Literature Review Fitri Andini dini; Nadila Putri Nassel; Afifah Rahmadani; Nur Syakila Mulya; Rina Nurul Aisyah; Hanifa Dzakiyya; Putri Hana Pebriana
The Future of Education Journal Vol 5 No 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1620

Abstract

As the mid-2020s unfold, the integration of Generative Artificial Intelligence (GenAI) has transformed the reading literacy paradigm for Generation Alpha from the consumption of static texts to engagement with dynamic text-based interactions. This study aims to examine the role of GenAI as a cognitive partner in enhancing reading literacy through a Systematic Literature Review (SLR) of scholarly studies and policy documents published between 2021 and 2026. Employing a qualitative descriptive-analytical approach, the study synthesizes data from relevant national and international journal publications. The findings indicate that the use of technologies such as AI-powered reading assistants and interactive storytelling significantly improves elementary school students’ reading fluency, comprehension, and active engagement. However, the review also identifies several critical challenges, including the risk of AI hallucinations, the potential decline of cognitive skills due to excessive technological dependence, and the widening AI divide. The study concludes that the effectiveness of GenAI in education largely depends on teachers’ digital literacy and the development of an AI Literacy Framework that emphasizes metacognitive awareness and ethical competencies. Furthermore, inclusive policies are required to ensure that this literacy transformation can be accessed equitably by all segments of Generation Alpha.
The Transformation of Learning Models in Elementary Education toward Innovative Student Centered Learning in the 21st Century Romi Laspita; Nuratna Fitri Hasanah; Fitri Andini; Nadila Putri Nassel; Afifah Rahmadani; Hastika Alwisa; Annisya Azzahra; Atika Mawaddah; Silvia Aulia; Sintia Ayu Lestari; Dinia Putri Marsha; Elsa Novi Safitri
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2033

Abstract

The transformation of learning models in elementary schools is an essential effort to address the demands of twenty-first-century education, which emphasizes the development of critical thinking, creativity, collaboration, communication, and the effective use of technology in the learning process. The shift from teacher-centered learning to student-centered learning has become necessary to create more active, innovative, and meaningful learning experiences. This article aims to analyze the transformation of learning models in elementary schools in promoting innovative, student-centered learning for the twenty-first century. The study employed a library research method by reviewing relevant scholarly literature, journal articles, books, and educational policy documents. The findings indicate that the transformation of learning models can be achieved through the implementation of innovative instructional approaches, including Project-Based Learning, Problem-Based Learning, Inquiry Learning, and Discovery Learning, all of which enhance students' active engagement in the learning process. Furthermore, the integration of digital technology and the implementation of the Merdeka Curriculum support the development of flexible, creative, and learner-centered educational practices. The transformation of learning models in elementary schools has a positive impact on improving learning outcomes, fostering twenty-first-century skills, and developing students' independence and sense of responsibility. Therefore, effective and sustainable learning transformation requires teacher readiness, institutional support, and the optimal utilization of digital technology.
Integration of Artificial Intelligence and Chatbots in Indonesian Language Learning: Enhancing the Writing Skills of Upper Elementary School Students Fitri Andini; Nadila Putri Nassel; Afifah Rahmadani; Nuratna Fitri Hasanah; Annisya Azzahra; Atika Mawaddah; Putri Amalia Peza; Sintia Ayu Lestari; Dinia Putri Marsha; Putri Hana Pebriana
The Future of Education Journal Vol 5 No 3 (2026): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2201

Abstract

The rapid development of digital technology, particularly Artificial Intelligence (AI), has brought significant changes to the field of education. One of the emerging innovations in learning is AI-powered chatbots, which provide interactive support to students throughout the learning process. This study aims to examine the integration of AI and chatbots in Indonesian language learning and their impact on improving the writing skills of upper elementary school students. The study employed a library research approach by analyzing relevant scholarly literature on the use of AI, educational chatbots, and writing instruction in elementary education. The findings indicate that AI and chatbot technologies can assist students in generating writing ideas, expanding vocabulary, improving grammar and spelling, and enhancing motivation to write. In addition, chatbots enable students to receive immediate and personalized feedback, making the learning process more effective and engaging. Nevertheless, the implementation of AI in education still requires teacher guidance to ensure that the technology is used wisely, critically, and in alignment with instructional objectives. Therefore, the integration of AI and chatbots has considerable potential as an innovative instructional approach to improving the writing skills of upper elementary school students in the digital era.
Co-Authors Afifah Rahmadani Annisya Azzahra Atika Mawaddah Dinia Putri Marsha Elsa Novi Safitri Fitri Andini Fitri Andini dini Hanifa Dzakiyya Hastika Alwisa Nur Syakila Mulya Nuratna Fitri Hasanah Putri Amalia Peza Putri Hana Pebriana Rina Nurul Aisyah Romi Laspita Silvia Aulia Sintia Ayu Lestari