<![CDATA[The use of artificial intelligence (AI) in primary education is not limited to technological assistance but also relates to changes in teachers' pedagogical roles in planning, selecting, verifying, and evaluating learning resources. This study aims to synthesize the literature on the pedagogical transformation of Madrasah Ibtidaiyah (Islamic elementary school) teachers in using AI, focusing on support for clerical tasks and work efficiency, shifts in pedagogical roles, and digital ecosystem challenges. The study employed a Systematic Literature Review, with reporting informed by the transparency principles of PRISMA 2020. Literature searches were conducted through Google Scholar, Semantic Scholar, and DOAJ for publications from 2022 to 2026. A total of 22 documented candidate sources were assessed for eligibility, of which 9 articles met the inclusion criteria and were analyzed using thematic-narrative synthesis. The findings show that AI is mainly used to support the preparation of lesson plans, teaching materials, assessments, worksheets, and learning media. Across the reviewed studies, AI was reported to accelerate the preparation of initial drafts and support work efficiency, although objective evidence on reductions in teachers' working hours remains limited. The synthesis also indicates a strengthening of teachers' roles as learning designers, information curators, verifiers, contextualizers, and quality controllers of AI outputs. Implementation remains influenced by device availability, internet connectivity, AI literacy, institutional support, and ethical considerations. AI therefore has the potential to support pedagogical transformation when used as an assistive tool under teachers' professional judgment.]]>
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