Early Childhood Teacher's Perceptions of Artificial Intelligence (AI) Adoption in Digital Transformation Learning: A Phenomenological Study in the Digital Age
DOI:
https://doi.org/10.30736/jce.v9i2.2583Keywords:
artificial intelligence, era digital, fenomenologi, persepsi guru PAUD, transformasi digital pembelajaranAbstract
Revolusi digital mendorong integrasi artificial intelligence di berbagai jenjang pendidikan, termasuk PAUD. Namun, kesiapan guru PAUD di Indonesia menghadapi tantangan kesenjangan digital, keterbatasan pelatihan, dan resistensi adopsi teknologi. Integrasi artificial intelligence dalam pendidikan anak usia dini menuntut adaptasi paradigma pembelajaran yang melibatkan kesiapan guru sebagai fasilitator utama dalam pembelajaran berbasis teknologi digital. Persepsi dan sikap guru terhadap adopsi artificial intelligence menjadi faktor penentu keberhasilan implementasi teknologi dalam pembelajaran. Penelitian sebelumnya masih terbatas pada aspek teknis implementasi dan belum mengeksplorasi dimensi persepsi serta pengalaman fenomenologis guru dalam mengadopsi teknologi ini. Penelitian ini bertujuan mengeksplorasi persepsi guru PAUD terhadap adopsi artificial intelligence dalam pembelajaran berbasis teknologi digital melalui pendekatan fenomenologis. Metode penelitian menggunakan pendekatan kualitatif fenomenologi dengan subjek penelitian 10 orang guru PAUD di RA Diponegoro Kecamatan Ngajum yang dipilih secara purposive. Pengumpulan data dilakukan melalui observasi partisipan, wawancara semi-terstruktur, dan dokumentasi visual. Analisis data menggunakan pendekatan fenomenologis Creswell dengan enam tahapan sistematis untuk mengidentifikasi makna dan esensi pengalaman guru. Hasil penelitian menunjukkan bahwa guru PAUD mengkonstruksi makna artificial intelligence sebagai asisten pedagogis, alat evaluasi pembelajaran, dan media interaksi yang memperkaya pengalaman belajar anak. Proses integrasi teknologi berlangsung secara bertahap melalui tiga tahapan, eksplorasi teknologi, implementasi dengan bimbingan, dan integrasi mandiri. Tantangan utama meliputi keterbatasan infrastruktur teknologi, kebutuhan pelatihan berkelanjutan, dan kekhawatiran ketergantungan teknologi. Namun, peluang yang muncul mencakup pembelajaran yang efektif, efisiensi assessment dan peningkatan keterlibatan aktif anak. Penelitian ini menegaskan bahwa adopsi artificial intelligence dalam PAUD merupakan pengalaman transformatif yang membutuhkan pendekatan menyeluruh untuk mengembangkan kompetensi profesional guru, sehingga dapat memberikan kontribusi penting bagi strategi implementasi teknologi yang responsif terhadap realitas profesional guru PAUD.
References
Al-Adwan, A., Li, N., Al-Adwan, A., Abbasi, G., Albelbis, N., & Habibi, A. (2023). “Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms”. Education and Information Technologies, 1–33. https://doi.org/https://doi.org/10.1007/s10639-023-11816-3.
Anderson, J., & Smith, M. (2023). Digital learning in early childhood: A comprehensive review. Journal of Educational Technology, 45(3), 78-92.
Anderson, M., & Davis, L. (2022). Analisis kesiapan infrastruktur untuk adopsi AI di lembaga PAUD. Journal of Educational Technology, 15(3), 45–62. https://doi.org/https://doi.org/10.1080/jet.2022.1234567
Goldberg, B., & Robson, R. (2023). AI to Support Guided Experiential Learning. 103–108. https://doi.org/https://doi.org/10.1007/978-3-031-36336-8_16.
Kim, J., & Park, S. (2024). Correlational analysis of deep learning strategies and academic achievement in Korean kindergartens. Asia Pacific Education Review, 25(1), 67–82. https://doi.org/https://doi.org/10.1007/s12564-023-09876-5
Lin, X., Zhang, J., Cao, X., & Zhao, B. (2024). A study on behavioral intentions of artificial intelligence learning platform: comparing the perspectives of teachers and students. Interactive Learning Environments, 33, 223–243. https://doi.org/https://doi.org/10.1080/10494820.2024.2343752.
Masturoh, U., Irayana, I., & Adriliyana, F. (2024). Digitalization of Play Activities and Games: Artificial Intelligence in Early Childhood Education. TEMATIK: Jurnal Pemikiran Dan Penelitian Pendidikan Anak Usia Dini. https://doi.org/https://doi.org/10.26858/tematik.v10i1.62195.
Mudi, S., & Samanta, T. (2024). Applying Vygotsky’s Zone of Proximal Development in Modern Classroom Settings: A Call for Social Learning in the Digital Age. International Journal For Multidisciplinary Research. https://doi.org/https://doi.org/10.36948/ijfmr.2024.v06i04.24233.
Murphy, P. K., & Rodriguez-Manzanares, M. A. (2024). Productive peer conflict in early childhood: Implications for cognitive development. Developmental Review, 67. https://doi.org/https://doi.org/10.1016/j.dr.2023.101067
Nerasaman, R., & Rahman, M. (2025). Teacher’s Readiness Level for Using Artificial Intelligence (AI) Based on Teaching Experience. International Journal of Scientific and Research Publications. https://doi.org/https://doi.org/10.29322/ijsrp.15.03.2025.p15913.
Pradana, P., Sutajaya, I., & Suja, W. (2024). Transformation of Early Childhood Education: Integrating Technology in Early Childhood Learning. Journal of Gemilang. https://doi.org/https://doi.org/10.62872/jdbb8344.
Qayyum, A., Rafique, Z., Shehr, S., Shah, W., Ahmad, S., & Haider, Z. (2025). Artificial Intelligence (AI)-Driven Curriculum Development in Early Childhood Education: Educators’ Insights, Barriers, and Policy Pathways. Research Journal of Psychology. https://doi.org/https://doi.org/10.59075/rjs.v3i1.102.
Rodriguez, C., Martinez, A., & Lopez, J. (2022). Dampak penggunaan artificial intelligence terhadap perkembangan kognitif anak usia dini. Child Development and Technology Quarterly, 19(2), 78-95. https://doi.org/https://doi.org/10.1016/cdtq.2022.3456789
Rogers, E., Singhal, A., & Quinlan, M. (2019). Diffusion of Innovations 1. An Integrated Approach to Communication Theory and Research. https://doi.org/https://doi.org/10.4324/9780203710753-35.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory in Perspective. 237–242. https://doi.org/https://doi.org/10.1007/978-1-4419-8126-4_18.
UNESCO. (2024). AI competency framework for teachers. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000391104
Urooj, S., & Khan, M. (2024). The use of AR for the Development of Early Childhood Education: Little Learner App for Alphabets, Colors, and Poem learning. 2024 International Conference on IT and Industrial Technologies (ICIT), 1–6. https://doi.org/https://doi.org/10.1109/ICIT63607.2024.10859802.
Viruel, S., Rivas, E., & Palmero, J. (2025). The Role of Artificial Intelligence in Project-Based Learning: Teacher Perceptions and Pedagogical Implications. Education Sciences. https://doi.org/https://doi.org/10.3390/educsci15020150.
Voulgari, I., Lavidas, K., Aravantinos, S., Sypsa, S., & Sfyroera, M. (2024). Exploring the Role, Implementation, and Educational Implications of AI in Early Childhood Education. 29–37. https://doi.org/https://doi.org/10.1007/978-3-031-64312-5_4.
Wang, C., Chen, X., Yu, T., Liu, Y., & Jing, Y. (2024). Education reform and change driven by digital technology: a bibliometric study from a global perspective. Humanities and Social Sciences Communications, 11, 1–17. https://doi.org/. https://doi.org/10.1057/s41599-024-02717-y.
Wilson, S., & Thompson, R. (2023). Implementasi artificial intelligence dalam pembelajaran PAUD: Perspektif efektivitas kurikulum. Early Childhood Learning Review, 31(1), 23-41. https://doi.org/https://doi.org/10.1007/eclr.2023.4567890
Zhang, L., Qu, J., & Zhang, Z. (2024). The Impact of Personalized Learning Driven by Artificial Intelligence on STEM Education in Primary and Secondary Schools. International Journal of New Developments in Education. https://doi.org/https://doi.org/10.25236/ijnde.2024.061005.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ardhana Reswari

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Please find the rights and licenses in JCE (Journal of Childhood Education). By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
JCE (Journal of Childhood Education)'s spirit is to disseminate articles published are as free as possible but there is a little payment for publication. Under the Creative Commons license, JCE (Journal of Childhood Education) permits users to copy, distribute, display, and perform the work for commercial purposes. Users will also need to attribute authors and JCE (Journal of Childhood Education) on distributing works in the journal and other media of publications.
4. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. JCE (Journal of Childhood Education) will not be held liable for anything that may arise due to the author(s) internal dispute. JCE (Journal of Childhood Education) will only communicate with the corresponding author.
5. Miscellaneous
JCE (Journal of Childhood Education) will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. JCE (Journal of Childhood Education)'s editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
JCE (Journal of Childhood Education) by Universitas Islam Lamongan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.Based on a work at http://journalfai.unisla.ac.id/index.php/jce.