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STRATEGI PENGELOLAAN PEMBELAJARAN PENDIDIKAN ANAK USIA DINI PADA ERA ARTIFICIAL INTELLIGENCE Jummiana; Shifa Aulia Salsabila
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61551

Abstract

This study concludes that the integration of artificial intelligence (AI) into Early Childhood Education (ECE) yields significant positive impacts on the effectiveness of cognitive stimulation, child engagement, and personalized learning—evidenced by a 15% increase in learning outcomes and a 20% rise in motivation. AI utilization has also enhanced inclusivity for children with special needs through interactive features such as voice recognition. However, successful implementation is not determined solely by technological sophistication; rather, it relies heavily on teachers' readiness to manage digital literacy and child data protection, as well as the availability of adequate infrastructure. The gap between expectations and operational realities remains a fundamental obstacle. Therefore, this study recommends a holistic approach balancing three key pillars: strengthening educators' digital competencies, ensuring equitable infrastructure provision, and establishing transparent data protection policies. The teacher's role must evolve into that of a humanistic learning curator, with AI serving as a catalyst—rather than a substitute—for pedagogical interaction. Moving forward, cross-sector synergy and longitudinal research on long-term socio-emotional impacts are crucial agendas for realizing an adaptive, inclusive, and child-centered ECE ecosystem.
Co-Authors Shifa Aulia Salsabila