A Quantitative Study of Madrasah Ibtidaiyah Teacher Education Students’ Perspectives on Artificial Intelligence as a Facilitative Strategy for 21st-Century Pedagogy
Abstract
As the third decade of the 21st century unfolds, the pedagogical landscape of primary education has been significantly disrupted by the integration of Artificial Intelligence (AI), necessitating that prospective educators possess robust digital literacy and 21st-century classroom management competencies. Objective: This research seeks to conduct a quantitative evaluation of the perceptions held by Madrasah Ibtidaiyah (MI) teacher candidates regarding the utilization of AI as a strategic instructional support tool. Methods: Adopting a quantitative approach, this study utilized a descriptive cross-sectional survey design. Data were gathered from 72 students majoring in Madrasah Ibtidaiyah Teacher Education (PGMI) through a Likert-scale questionnaire adapted from the Technology Acceptance Model (TAM) and the 21st-century skills framework (4C). Data were analyzed using descriptive statistics, including frequencies, means, and standard deviations, to describe students’ perceptions toward the integration of Artificial Intelligence (AI) in pedagogical practices. Results: The empirical findings revealed a "High" level of perception across all measured dimensions, specifically Academic Productivity (3.75), 4C Skills Implementation (3.75), and Self-Efficacy & Digital Ethics (3.80). Notably, the highest indicator was recorded for the practice of fact-checking AI-generated information, yielding a mean score of 4.17. Conclusion: MI teacher candidates demonstrate favorable technological acceptance and a profound ethical consciousness regarding AI. Consequently, higher education institutions must develop curricula that formally incorporate AI-TPACK competencies to maximize student potential as educators in the digital era.
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