Artificial Intelligence dan Kesiapan Guru Madrasah Ibtidaiyah dalam Menerapkan Pembelajaran Mendalam

Abstract

The development of Artificial Intelligence (AI) in education requires teachers to possess AI literacy that extends beyond technical skills to include pedagogical, critical, ethical, and professional competencies. In Madrasah Ibtidaiyah (MI), these competencies are essential for strengthening teacher readiness to implement deep learning oriented toward mindful, meaningful, and joyful learning experiences. This study aims to analyze the dimensions of teacher AI literacy, teacher readiness, forms of deep learning implementation, relationships among the constructs, and their relevance to the characteristics of Islamic primary education. This study employed a Systematic Literature Review (SLR) guided by PRISMA 2020 through identification, screening, eligibility assessment, quality appraisal, data extraction, and thematic synthesis of relevant literature. The synthesis indicates that teacher AI literacy encompasses AI knowledge, technical skills, AI pedagogical competence, critical AI evaluation, ethics and responsibility, and self-efficacy and professional development. Teacher readiness consists of cognitive, pedagogical, technological, psychological, and institutional-ethical dimensions. Deep learning implementation is reflected in mindful, meaningful, and joyful learning. The study contributes a conceptual novelty linking Teacher AI Literacy Teacher Readiness Deep Learning Implementation Madrasah Ibtidaiyah Context. This framework provides a conceptual basis for future empirical studies examining the proposed relationships and supporting sustainable AI integration in Islamic primary education.