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All Journal Jurnal Sains Teknologi dan Lingkungan (JSTL) Jukung (Jurnal Teknik Lingkungan) ORBITA: Jurnal Pendidikan dan Ilmu Fisika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Pendidikan Fisika dan Teknologi Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) HISTORIA: Jurnal Program Studi Pendidikan Sejarah Sinergi dan Harmoni Masyarakat MIPA Indonesian Journal of Elementary and Childhood Education
Anggriani, Ni Ketut
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Agriculture, Biological Sciences & Forestry Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Integrating Artificial Intelligence into Science Education in Primary Schools: A Systematic Literature Review Apriyani, Paramita Putri; Anggriani, Ni Ketut
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 3 (2025): Edisi September 2025
Publisher : Indonesian Publication Center

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Abstract

The development of artificial intelligence (AI) has driven significant transformations in learning through adaptive, personalized, and data-driven systems, including in primary education. In elementary science education, AI has the potential to support conceptual understanding and differentiated learning from early stages of cognitive development. This study aims to map research trends, dominant types of AI technologies, pedagogical impacts, and implementation challenges of AI in elementary science learning. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. Literature searches were carried out in the Scopus, Web of Science, and Google Scholar databases, covering articles published between 2016 and 2025. Of the 312 articles identified, 33 met the inclusion criteria and were analyzed qualitatively. The findings indicate a significant increase in research on AI in elementary science education in the post–COVID-19 period, with adaptive learning technologies and intelligent tutoring systems dominating the field and contributing to improvements in students’ cognitive learning outcomes and learning motivation. However, the use of AI to support higher-order science process skills remains limited. The main challenges include teachers’ pedagogical readiness, infrastructure disparities, and ethical issues related to student data protection. This review highlights the need for more contextual, pedagogically oriented, and sustainable approaches and policies in the integration of AI into elementary science education.
Co-Authors Alfina Taurida Alaydrus Alhadawiah, Sabila Andini, Mira Apriyani, Paramita Putri Arif Budianto Destrianingtyas, Aulia Safitri Dwinata, Nauval Waraqoh Fajarica, Shinta Desiyana Fajriah, Baiq Nurul Fidya, Karina Alma Hadi, Kasnawi Al Halil Akhyar Hulfiana, Hulfiana Hurnah, Hurnah Nana Supriatna Pranahita, Dewa Dwi PURNAMASARI, NUR ASMITA Ramadian Ridho Illahi Sahnan, Ahmad Susi Rahayu Wahana, Lidia Wardana, Ari Wardi, Palaivia Harman Wawan Darmawan Wirawan, Rahadi