<![CDATA[The development of Generative Artificial Intelligence (Generative AI) unlocks new efficiencies in the world of education, yet simultaneously presents significant ethical challenges at the elementary school level. This study aims to analyze the readiness of elementary school teachers at SD As-Syafiiyah in addressing ethical issues regarding the use of Generative AI in the classroom environment. Utilizing a descriptive approach with mixed methods, data were collected through an online Google Form questionnaire completed by 15 active teachers. The results of the study indicate that the technical adoption rate of AI technology among teachers is categorized as very high (60% frequently use it) to assist with administrative workloads and lesson preparation. However, there is a striking gap in the aspects of ethical and institutional readiness. As many as 60% of teachers admitted they have not mastered concrete methods to detect AI-based student assignment manipulation in practice, and 60% of schools do not yet have written regulations regarding the limits of utilizing this technology. In addition to the absence of formal regulations, the greatest challenges in implementing AI ethics include the threat of eroding children's critical thinking skills due to an instant learning culture, as well as the lack of device supervision by parents outside of school hours. This study concludes that teachers require formal policy interventions from schools and contextual advanced training, such as new adaptive assessment methods and classroom rule workshops.]]>
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