PEMANFAATAN ARTIFICIAL INTELLIGENCE UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN DI MADRASAH IBTIDAIYAH: SEBUAH KAJIAN LITERATURE

Aulya, Afifah (2026) PEMANFAATAN ARTIFICIAL INTELLIGENCE UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN DI MADRASAH IBTIDAIYAH: SEBUAH KAJIAN LITERATURE. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan menganalisis pemanfaatan Artificial Intelligence (AI) dalam meningkatkan kualitas pembelajaran di Madrasah Ibtidaiyah (MI) melalui pendekatan systematic literature review. Empat fokus utama dikaji, yakni manfaat AI, tantangan implementasi, model penerapan, serta implikasi bagi keberlanjutan pendidikan. Hasil telaah menunjukkan bahwa AI berkontribusi signifikan dalam memfasilitasi personalisasi materi, mempercepat asesmen formatif, serta menyediakan learning analytics yang mendukung pengambilan keputusan instruksional berbasis data. Namun, penerapannya di MI masih menghadapi kendala serius berupa keterbatasan infrastruktur digital, rendahnya literasi dan kesiapan guru, serta isu etika dan nilai Islami. Berbagai model relevan, seperti ChatGPT, chatbot, Bing AI, menawarkan solusi kontekstual, tetapi efektivitasnya sangat dipengaruhi oleh desain pedagogis, dukungan institusional, dan ketersediaan sumber daya. Implikasi penggunaan AI menegaskan perlunya reformasi profesionalisme guru, kurikulum yang lebih adaptif, tata kelola data yang aman, serta pengembangan kerangka etika berbasis maqāṣid al-sharī‘ah agar selaras dengan visi pendidikan Islam. Dengan demikian, integrasi AI di MI tidak sekadar inovasi teknologis, melainkan harus diposisikan sebagai bagian dari reformasi pendidikan yang holistik, etis, dan berkelanjutan. Kajian ini berkontribusi dalam menyediakan peta literatur komprehensif serta rekomendasi praktis bagi guru, pembuat kebijakan, dan pemangku kepentingan untuk mendukung transformasi digital madrasah yang inklusif dan berkeadilan. ABSTRACK This study aims to analyze the utilization of Artificial Intelligence (AI) in improving the quality of learning in Madrasah Ibtidaiyah (Islamic elementary schools) through a systematic literature review. Four main focuses are examined, namely the benefits of AI, implementation challenges, application models, and implications for sustainable education. The review findings indicate that AI contributes significantly to facilitating personalized learning, accelerating formative assessment, and providing learning analytics to support data-driven instructional decision-making. However, its implementation in Madrasah Ibtidaiyah still faces serious obstacles, including limited digital infrastructure, low levels of digital literacy and teacher readiness, as well as ethical and Islamic value concerns. Various relevant models, such as ChatGPT, chatbots, Bing AI, offer contextual solutions, but their effectiveness is strongly influenced by pedagogical design, institutional support, and resource availability. The implications of AI use emphasize the need for reform in teacher professionalism, more adaptive curricula, secure data governance, and the development of an ethical framework based on maqaṣid al-shari‘ah to ensure alignment with the vision of Islamic education. Thus, the integration of AI in Madrasah Ibtidaiyah should not be regarded merely as technological innovation but positioned as part of holistic, ethical, and sustainable educational reform. This study contributes by providing a comprehensive literature mapping and practical recommendations for teachers, policymakers, and stakeholders to support inclusive and equitable digital transformation in madrasah education.

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