<![CDATA[ABSTRACT The rapid development of technology requires the integration of Artificial Intelligence (AI) in elementary school social studies (IPS) learning to enhance students' thinking dynamics. However, over-reliance on AI without critical control risks diminishing students' independent analysis. This study aims to analyze the integration of AI in social studies learning frameworked by metacognitive strategies to improve elementary school students' critical thinking and self-regulation skills. The research method applied is a literature review and qualitative description, exploring digital media structures that stimulate students to plan, monitor, and evaluate their understanding. The results indicate that metacognition-based AI integration not only helps students understand social concepts interactively but also prevents passive learning behaviors. Through metacognitive guidance, students can filter AI-generated information critically, which significantly boosts learning outcomes and 21st-century competencies in elementary education. Keywords:Artificial Intelligence, Social Studies Learning, Metacognition, Elementary School]]>
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