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All Journal Language Circle : Journal of Language and Literature Agrokreatif Jurnal Ilmiah Pengabdian kepada Masyarakat EDULITE: Journal of English Education, Literature and Culture Metathesis: Journal of English Language, Literature, and Teaching Journal of English Teaching, Applied Linguistics and Literatures (JETALL) International Journal of Community Service Learning Jurnal Pengabdian Al-Ikhlas ACADEMICS IN ACTION Journal of Community Empowerment Journal of Educational Learning and Innovation (ELIa)
Emilius German
President University
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Perceived Benefits and Challenges of Using ChatGPT in Designing Lesson Plans: A Case Study at President Elementary School, Bekasi, Indonesia Mikha M.C. Manurung; Emilius German
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v6i1.1101

Abstract

Artificial Intelligence (AI) is transforming education, with generative tools like ChatGPT increasingly supporting teaching practices. One key application is lesson planning, where AI enhances efficiency, creativity, and personalization. However, its use in primary education, particularly in Indonesia, remains underexplored. This study examines elementary school teachers’ perceptions of using AI, specifically ChatGPT, in lesson planning. It investigates the perceived benefits, challenges, and strategies for effective integration. An explanatory sequential mixed methods design was employed, combining quantitative surveys and qualitative interviews to provide a comprehensive understanding of teachers’ experiences. The survey phase captured broad patterns of AI use, which then informed the in-depth interviews conducted after one month of AI implementation. Findings reveal that teachers view AI as a valuable tool that simplifies lesson planning, improves efficiency, and supports the creation of structured, engaging, and personalized learning materials. Despite these benefits, challenges emerged, including inaccuracies and biases in AI-generated content, limited training and digital literacy, and concerns over over-reliance that could reduce creativity and critical thinking. This study concludes that while AI holds significant potential to enhance lesson planning in primary education, its success depends on thoughtful, ethical, and well-supported implementation. It is recommended that schools provide continuous professional development, clear guidelines for ethical AI use, and reliable access to advanced AI tools to empower teachers to integrate AI effectively and responsibly into their lesson design processes.
Generative AI as a Teaching and Learning Tool in Elementary Education: A Systematic Literature Review and Meta-Analysis Risdiana Nuraini; Emilius German
Journal of Educational Learning and Innovation (ELIa) Vol. 5 No. 2 (2025): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v5i2.1097

Abstract

Generative artificial intelligence (AI) is a new technology that can make teaching and learning easier in all levels including in elementary schools. It has the potential to improve lessons, make learning more personal, and help students achieve better results. Although many people are interested in using generative AI in education, there is still little clear evidence about how well it works in elementary schools. This study reviews and analyzes research from 2020 to 2025 to understand how generative AI is used, what benefits it offers, what challenges it brings, and how it affects learning compared to traditional teaching methods. This study employed a systematic literature review (SLR) and meta-analysis, following the PRISMA process to thoroughly search for relevant studies. After looking for many studies, 17 studies met the inclusion criteria, and 8 of these were experimental studies analyzed in detail. The results show that generative AI can increase student interest, provide learning suited to individual needs, and support skill growth while reducing some teacher tasks. However, there are still problems such as unequal access to technology, mistakes in AI-generated content, and privacy concerns. It is expected that future researchers will look into bringing generative AI into classrooms carefully, making sure there’s proper infrastructure, teacher training, and clear rules to keep things fair and successful for every student.
Co-Authors Amin, Grace Ani Pujiastuti Ani Pujiastuti Disa Evawani Lestari Estillomo, Ryan Besa Filda Rahmiati Grace Amialia A. Neolaka Mikha M.C. Manurung Rijal Hakiki Risa Fitria Risdiana Nuraini