Kompetensi Literasi Artificial Intelligence Guru Madrasah Ibtidaiyah di Era Transformasi Digital

Abstract

The development of Artificial Intelligence (AI) in education has changed learning practices and demands teachers to have new competencies that go beyond conventional digital skills. Madrasah Ibtidaiyah as a level of Islamic basic education faces the need to utilize AI pedagogically while ensuring that its use remains critical, ethical, safe, student-centered, and in line with Islamic educational values. This research aims to analyze and formulate the AI literacy competencies needed by Madrasah Ibtidaiyah teachers in the era of digital transformation. The research uses a literature research method with a descriptive-analytical approach and conceptual synthesis of the literature on AI literacy, AI teacher competencies, K–12 education, AI pedagogy, AI ethics, and teacher professional development. The analysis is carried out through identification, selection, comparison, categorization, and synthesis of previous research findings as well as relevant teacher AI competency frameworks. The results of the study show that the AI literacy competence of Madrasah Ibtidaiyah teachers is a multidimensional construct consisting of five main dimensions, namely AI understanding, pedagogical AI application, critical evaluation of AI, AI ethics and responsibility, and continuous professional development. The five dimensions are then operationalized into 25 competency indicators which include understanding the concepts and limitations of AI, integrating AI in learning, verifying AI outputs, protecting student data, academic integrity, and sustainable competency development. This study offers an AI Literacy Competency Model for MI Teachers that contextualizes the global AI teacher competency framework with the characteristics of Islamic basic education through three transversal principles, namely human-centered, child-centered, and Islamic values. The model emphasizes that the success of AI transformation in Madrasah Ibtidaiyah is not determined by the intensity of technology use, but by the ability of teachers to use AI appropriately, critically, pedagogically, ethically, safely, and responsibly. This model can be a conceptual basis for the development of teacher competency strengthening programs, PGMI curriculum, guidelines for the use of AI in madrasas, and the development of AI literacy competency measurement instruments for MI teachers