<![CDATA[This study aims to determine the correlation between teacher competence in the utilisation of artificial intelligence and the critical thinking abilities of early childhood learners. This type of research is an associative quantitative study with a correlational quantitative design. To obtain data, instruments measuring critical thinking skills in children and teacher competence were used in the form of a Likert scale. The research sample consisted of 43 teachers from a total of 48 teachers in cluster 12 of Sunter Agung Kindergarten. The sampling technique employed was cluster random sampling. The data analysis techniques used were descriptive statistical analysis, inferential statistics, and the necessary analysis requirements tests. The research results indicated that the t-test yielded a calculated t value of 19.879, which is greater than the critical t value of 2.0195 with a significance level of <0.001. This indicates that teacher competence in the utilisation of artificial intelligence significantly affects early childhood learners' critical thinking skills. In other words, the better the teacher competence in applying artificial intelligence, the higher the critical thinking abilities of early childhood learners. The coefficient value obtained (R²) is 0.906, meaning that 90.6% of a teacher's competence in utilising artificial intelligence influences the critical thinking skills of young children, whilst the remainder is influenced by other factors such as teaching methods at school, peer interactions, the wider family environment, learning materials, and the children's biological and psychological factors.]]>
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