Parents’ Perceptions of the Use of Artificial Intelligence (AI) to Support Elementary School Children’s Learning

Abstract

The rapid development of Artificial Intelligence (AI) has brought significant changes to the education sector, including learning activities at the elementary school level. The successful implementation of AI in education is influenced not only by technological readiness but also by the perceptions and support of parents as primary stakeholders in children's learning. This study aims to explore parents’ perceptions of the use of Artificial Intelligence (AI) in supporting elementary school students’ learning at SDIT Baitul Qur’an Tulungagung. The research employed a qualitative approach with a case study design. Data were collected through indepth interviews, observations, and documentation involving parents of students as research participants. The findings indicate that parents generally have positive perceptions of AI due to its ability to facilitate access to information, improve understanding of learning materials, and encourage independent learning. However, parents also expressed concerns regarding technology dependency, reduced critical thinking skills, information accuracy, and data privacy issues. Furthermore, parents emphasized the importance of active supervision and guidance when children use AI-based technologies. The study also revealed expectations for schools to provide clear policies, digital literacy programs, and guidance regarding the responsible use of AI in education. The findings suggest that effective AI integration in elementary education requires collaboration among schools, parents, and students to maximize educational benefits while minimizing potential risks.