<![CDATA[Limited learning media variations and low student engagement represent primary challenges in primary school IPAS instruction under the Merdeka Curriculum, necessitating adaptive technological innovations. This qualitative descriptive study aimed to analyze the utilization of artificial intelligence (AI) to enhance IPAS learning quality in Grade V at SD Negeri 2 Latihan SPG Ambon. Data were collected through participatory observation, in-depth interviews, and documentation studies involving Grade V teachers and students selected via purposive sampling, with data trustworthiness verified through source and technique triangulation. Results indicated that AI integration through interactive chatbots, adaptive media, and automated feedback features significantly enhanced student engagement, motivation, and learning personalization tailored to individual student needs. This positive impact strengthened students' mastery achievement in formative and summative assessments. Primary constraints identified included unstable internet connectivity, limited digital infrastructure, and varied student technological literacy. The main conclusion confirms that AI integration effectively improves IPAS learning quality and outcomes, with its success requiring supported digital infrastructure, structured teacher training, and student digital literacy guidance. ABSTRAK Terbatasnya variasi media pembelajaran dan rendahnya keterlibatan siswa menjadi tantangan utama pembelajaran IPAS Kurikulum Merdeka di sekolah dasar, sehingga diperlukan inovasi teknologi yang adaptif. Penelitian kualitatif deskriptif ini bertujuan menganalisis pemanfaatan kecerdasan artifisial (KA) untuk meningkatkan kualitas pembelajaran IPAS di kelas V SD Negeri 2 Latihan SPG Ambon. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan studi dokumentasi terhadap guru serta siswa kelas V yang dipilih secara purposive sampling, dengan keabsahan data diuji via triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa integrasi KA melalui chatbot interaktif, media adaptif, dan fitur umpan balik otomatis secara nyata meningkatkan keterlibatan, motivasi, serta personalisasi belajar sesuai kebutuhan individual siswa. Dampak positif ini memperkuat pencapaian ketuntasan kriteria minimun siswa pada asesmen formatif dan sumatif. Kendala utama yang dihadapi mencakup koneksi internet yang belum stabil, keterbatasan infrastruktur digital, serta variasi literasi teknologi siswa. Simpulan utama menegaskan bahwa pemanfaatan KA efektif meningkatkan kualitas dan hasil belajar IPAS, di mana keberhasilannya memerlukan dukungan penguatan infrastruktur digital, pelatihan guru yang terstruktur, serta pendampingan literasi digital siswa. ]]>
