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All Journal Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam
Fauzia Rahma Suci
Universitas Islam Negeri Mahmud Yunus Batusangkar, Indonesia
Religion Humanities Education Social Sciences Other

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Teachers’ Perceptions of Artificial Intelligence Integration in Elementary School Learning: A Phenomenological Study Foesti Nafasya; Fauzia Rahma Suci; Febriyanto Febriyanto; Safrizal Safrizal; Ratmiati Ratmiati
Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Vol. 4 No. 1 (2026): March
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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The development of Artificial Intelligence (AI) has brought significant changes to the world of education, including at the elementary school level. This study aims to describe and understand in-depth teachers' responses to the implementation of AI in the learning process in elementary schools, including their perceptions, experiences, challenges, and opportunities in utilizing AI technology. This study uses a qualitative approach with a phenomenological method, focusing on the subjective experiences of teachers as the main actors in the implementation of AI-based learning. The research subjects consisted of elementary school teachers who have used or are familiar with AI technology in learning activities. Data collection techniques were carried out through in-depth interviews, observation, and documentation. Data were analyzed using the stages of data reduction, data presentation, and conclusion to obtain the essential meaning of the teachers' experiences. The results show that most teachers responded positively to the implementation of Artificial Intelligence because it is considered to increase learning efficiency, help personalize materials, and foster student interest and motivation in learning. However, this study also found obstacles such as limited digital competence of teachers, lack of specialized training, and concerns about technological dependency and the ethical aspects of AI use in early childhood learners. The implications of this research indicate the need for policy support, improving teachers' digital literacy, and developing ethical and pedagogical guidelines for implementing AI in elementary schools to ensure its optimal use and alignment with educational goals.
The Effect of a Deep Learning Approach on Students’ Conceptual Understanding and Critical Thinking Skills in Elementary Social Studies Education Viona Dwi Wulandari; Fauzia Rahma Suci; Yufi Latmini Lasari; Zainal Asril; Afifah Febriani
Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Vol. 4 No. 1 (2026): March
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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The use of deep learning methods in Social Studies has become a growing approach in elementary schools because it is considered capable of helping students understand concepts more deeply. This study aims to analyze the effect of using deep learning methods on improving students' conceptual understanding and critical thinking skills in Social Studies learning. The study used a mixed methods approach, combining quantitative data through learning achievement tests and qualitative data through observation and interviews. The study sample consisted of 60 students from two classes selected using a cluster sampling technique, while qualitative data were obtained from subject teachers and students involved. Quantitative analysis was conducted using a difference test to observe changes in learning outcomes, while qualitative data were analyzed thematically to describe the process of implementing the method. The results showed that the use of deep learning had a positive effect on improving conceptual understanding and students' ability to relate Social Studies material to real situations. Students appeared more active in providing arguments, processing information, and solving problems. Learning became more focused because the teacher facilitated analysis, in-depth discussions, and reflection. This study has implications that the deep learning method can be applied as an alternative strategy in Social Studies learning in elementary schools to improve the quality of the learning process and outcomes. These findings can form the basis for further research in developing more innovative Social Studies learning designs oriented towards deep understanding.
Co-Authors Afifah Febriani Febriyanto Febriyanto Foesti Nafasya Ratmiati Ratmiati Safrizal Safrizal Viona Dwi Wulandari Yufi Latmini Lasari Zainal Asril