Analisis Kritis Penggunaan Konten Video Berbasis Kecerdasan Buatan dalam Pembelajaran IPAS di Sekolah Dasar Critical Analysis of the Use of Artificial Intelligence-Based Video Content in IPAS Learning in Elementary Schools
Article Sidebar
Page Numbers:
3272-3296
Digital Object Identifier:
10.58578/yasin.v6i3.10283
Viewed: 66 times
Downloaded: 47 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Lia Farida1*, Oki Sandra Agnesa2, Sella Nofriska Sudrimo3
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The use of artificial intelligence (AI)-based learning media in elementary education continues to develop, but research discussing teacher validation of AI content and the digital literacy of elementary school students remains relatively limited. This study aims to analyze the use of AI-based learning videos in Natural and Social Sciences (IPAS) learning, examine teachers’ strategies in validating AI content, and describe the development of students’ digital literacy during the learning process. This study used a qualitative approach with a case study design involving one experienced IPAS teacher and 15 students of MI Muhammadiyah 2, Sorong Regency, Southwest Papua. Participants were selected through purposive sampling. Data were collected through semi-structured interviews, open-ended questionnaires, observation, and document analysis. The results showed that the use of AI-based learning videos was able to increase students’ learning interest, engagement, and understanding of cultural diversity material in IPAS learning. Students gave positive responses to the animated display, audio, and interactive visuals, which made learning more interesting and easier to understand. Nevertheless, some students experienced difficulty following the information because the video transitions were too fast and the visual details were unclear. This study also found that teachers play an important role in validating AI content before it is used in learning by comparing the video material with textbooks and various other official sources. In addition, the use of AI-based videos began to train students’ digital literacy through the ability to ask questions and re-question information obtained from digital media. The conclusion of this study affirms that AI-based learning videos can serve as innovative and interactive learning media in elementary schools when accompanied by active teacher guidance and an appropriate content validation process. These findings contribute to the development of AI integration and digital literacy practices in elementary education.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Ahmad, M., & Wilkins, S. (2025). Purposive sampling in qualitative research: A framework for the entire journey. Quality & Quantity, 59(2), 1461–1479. https://doi.org/10.1007/s11135-024-02022-5
Badan Pusat Statistik Provinsi Papua. (2024). Indikator Pendidikan Papua Tahun 2023. https://papua.bps.go.id/id/publication/2024/05/30/fc36c472e5e62f1570498d83/indikator-pendidikan-papua-tahun-2023.html
Boulhrir, T., & Hamash, M. (2025). Unpacking artificial intelligence in elementary education: A comprehensive thematic analysis systematic review. Computers and Education: Artificial Intelligence, 9, Article 100442. https://doi.org/10.1016/j.caeai.2025.100442
Dahl-Leonard, K., Hall, C., & Peacott, D. (2024). A meta-analysis of technology-delivered literacy instruction for elementary students. Educational Technology Research and Development, 72(3), 1507–1538. https://doi.org/10.1007/s11423-024-10354-0
Darvin, R. (2025). The need for critical digital literacies in generative AI-mediated L2 writing. Journal of Second Language Writing, 67, Article 101186. https://doi.org/10.1016/j.jslw.2025.101186
Dipon, C. H., & Dio, R. V. (2024). A meta-analysis of the effectiveness of video-based instruction on students’ academic performance in science and mathematics. International Journal on Studies in Education, 6(4), 732–746. https://doi.org/10.46328/ijonse.266
Faizal, Khoirunnisa, & Budiono, H. (2025). Science and social learning tools based on artificial intelligence (AI) in growing elementary schools’ digital literacy. Jurnal Penelitian dan Pengembangan Pendidikan, 9(1), 147–157. https://doi.org/10.23887/jppp.v9i1.87473
Farman, I., Wahid, A., Alamsyah, N., & Taufik, A. (2024). Transformasi Pendidikan di Era AI: Studi Kasus Penggunaan ChatGPT dalam Pembelajaran Daring. Jurnal Review Pendidikan dan Pengajaran, 7(4), 16393–16398. https://doi.org/10.31004/jrpp.v7i4.37553
Ginting, D. R. (2025). Literasi Digital Berbasis Artificial Intelligence untuk Penguatan Pembelajaran Kontekstual Jenjang Sekolah Dasar. Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian kepada Masyarakat, 5(1), 1476–1490. https://doi.org/10.56832/edu.v5i1.1778
Lee, S. J., & Kwon, K. (2024). A systematic review of AI education in K-12 classrooms from 2018 to 2023: Topics, strategies, and learning outcomes. Computers and Education: Artificial Intelligence, 6, Article 100211. https://doi.org/10.1016/j.caeai.2024.100211
Muzakki, A., Wuryaningrum, R., & Yuliati, N. (2025). The effect of integrated learning management system with augmented reality and artificial intelligence on critical thinking ability and digital literacy in elementary schools. European Journal of Education and Pedagogy, 6(3), 22–28. https://doi.org/10.24018/ejedu.2025.6.3.930
Netland, T., von Dzengelevski, O., Tesch, K., & Kwasnitschka, D. (2025). Comparing human-made and AI-generated teaching videos: An experimental study on learning effects. Computers & Education, 224, Article 105164. https://doi.org/10.1016/j.compedu.2024.105164
Poltak, H., & Widjaja, R. R. (2024). Pendekatan Metode Studi Kasus dalam Riset Kualitatif. Local Engineering, 2(1), 31–34. https://doi.org/10.59810/lejlace.v2i1.89
Rahmouni, M., & Aleid, M. A. (2020). Teachers’ practices and children’s motivation towards science learning in MENA countries: Evidence from Tunisia and UAE. International Journal of Educational Research, 103, Article 101605. https://doi.org/10.1016/j.ijer.2020.101605
Relmasira, S. C., Lai, Y. C., & Donaldson, J. P. (2023). Fostering AI literacy in elementary science, technology, engineering, art, and mathematics (STEAM) education in the age of generative AI. Sustainability, 15(18), Article 13595. https://doi.org/10.3390/su151813595
Silverman, R. D., Keane, K., Darling-Hammond, E., & Khanna, S. (2025). The effects of educational technology interventions on literacy in elementary school: A meta-analysis. Review of Educational Research, 95(5), 972–1012. https://doi.org/10.3102/00346543241261073
Song, Z., Qin, J., Jin, F., Cheung, W. M., & Lin, C.-H. (2025). A case study of teachers’ generative artificial intelligence integration processes and factors influencing them. Teaching and Teacher Education, 165, Article 105157. https://doi.org/10.1016/j.tate.2025.105157
Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 6, Article 100169. https://doi.org/10.1016/j.caeo.2024.100169
Weninger, C., & Xu, H. (2026). AI, representation, and critical digital literacy: Navigating visual bias in the digital age. System, 136, Article 103896. https://doi.org/10.1016/j.system.2025.103896
Yim, I. H. Y., & Su, J. (2025). Artificial intelligence (AI) learning tools in K-12 education: A scoping review. Journal of Computers in Education, 12(1), 93–131. https://doi.org/10.1007/s40692-023-00304-9