<![CDATA[This study describes the integration of TPACK (Technological Pedagogical Content Knowledge) and the use of AI in instruction at SD Negeri 3 Metro Pusat from the perspectives of both teachers and students. Employing a descriptive qualitative approach with a case study design, data were collected through semi-structured interviews with three classroom teachers and sixteen students from grades IV and VI. The data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña and validated through source triangulation. The findings indicate that teachers have integrated the four TPACK components content, pedagogy, technology, and AI albeit with varying levels of depth among them. AI is most frequently utilized during the planning stage (teaching modules and student worksheets), the implementation stage (media and interactive quizzes), and the evaluation stage (answer analysis and assessment rubrics). While 81% of students reported having used AI and largely viewed it positively as a learning aid, some acknowledged the risks of dependency and misinformation. Teacher motivation and the availability of free applications served as supporting factors, whereas limited infrastructure, internet connectivity, and digital literacy acted as obstacles. The study’s novelty lies in combining the perspectives of teachers and students from a public elementary school in a non-metropolitan area a combination rarely examined in Indonesian TPACK-AI studies. The study recommends tiered teacher training, infrastructure enhancement, and the development of ethical guidelines for AI use in elementary schools.]]>
