<![CDATA[The integration of artificial intelligence (AI) into classroom instruction has become an increasingly important issue in educational transformation because it is closely related not only to technological innovation, but also to public policy, equity, and governance in schooling. In Indonesia, the policy landscape for AI in education has begun to develop more formally through curriculum reform, ministerial implementation guidelines, digitalization programs, and broader legal discussions concerning data governance, AI ethics, and child protection. This development shows that AI in public schools is no longer merely a pedagogical trend, but an emerging object of public regulation and educational governance. This study aims to analyze how AI policy is interpreted and implemented in classroom learning in Indonesian public schools and to identify the governance challenges emerging from this implementation. This study uses a qualitative approach in the form of policy document analysis. The data consist of ministerial regulations, implementation guidelines, official government statements, policy reports, and relevant scholarly literature related to AI in education. At the stage reported in this article, the completed research component is the documentary phase; therefore, the findings are based on documentary evidence rather than on completed interviews or classroom observations. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing/verification. The findings show that AI policy in Indonesian public schools is officially interpreted as a human-centered, curriculum-based, and supportive pedagogical instrument intended to strengthen learning quality, digital literacy, and future readiness rather than replace teachers. The main policy instruments examined in this study include Keputusan Menteri Pendidikan Dasar dan Menengah Nomor 127/P/2025, Permendikdasmen No. 13 Tahun 2025, UU No. 27 Tahun 2022 on Personal Data Protection, PP No. 71 Tahun 2019 on Electronic Systems, and Surat Edaran Menkominfo No. 9 Tahun 2023 on AI Ethics, together with broader national policy discussions on the AI roadmap. The study identifies five specific governance challenges: (1) infrastructure inequality across schools and regions, (2) limited teacher readiness and professional capacity, (3) digital inequality in access to AI-supported learning, (4) fragmented regulation across education and digital-governance sectors, and (5) unresolved ethical issues involving data privacy, child protection, surveillance risks, and algorithmic bias. Overall, the study concludes that Indonesia already has an emerging framework for AI in education, but its effectiveness depends on stronger governance coherence, more equitable institutional readiness, and sustained policy support to ensure that AI contributes to educational justice and public accountability rather than reproducing existing disparities.]]>
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