<![CDATA[This study explores the understanding, perceived benefits, potential risks, and perceived influence of Artificial Intelligence in education among prospective teachers of Madrasah Ibtidaiyah and elementary schools. A descriptive quantitative approach was employed with 53 prospective teachers selected through purposive sampling. Data were collected through a five-item questionnaire administered using Google Forms and analyzed using descriptive percentage analysis. The findings show that 98.1% of respondents had used Artificial Intelligence in learning activities, while 67.9% obtained their knowledge primarily from social media, YouTube, and other internet sources. The main perceived benefit was facilitating structured tasks (45.3%), while the main concern was technological dependency (45.3%). Regarding thinking skills, 39.6% of respondents perceived that Artificial Intelligence could reduce critical thinking, whereas 28.3% believed that it could improve critical thinking. These findings indicate that prospective teachers are familiar with Artificial Intelligence but have varying levels of understanding regarding its educational application. The study highlights the need for teacher education programs to strengthen Artificial Intelligence literacy through technical, pedagogical, and ethical preparation to support its responsible integration into elementary education.]]>
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