Pemanfaatan Tangible AI berbasis Aktivitas yang Terintegrasi untuk Mengatasi Kesenjangan Literasi AI di Sekolah Dasar
DOI:
https://doi.org/10.47065/jpm.v7i2.3529Keywords:
AI Literacy; Elementary School; Tangible AI; Cascading Model; AI4K12Abstract
Artificial Intelligence (AI) has become an integral part of daily life, including the learning environment of elementary school students, making the promotion of AI literacy from the primary education level an urgent need. However, its implementation in elementary schools still faces structural barriers, namely the mismatch between screen-based curricula and children's cognitive developmental stages, as well as teachers' low readiness and confidence in integrating AI into instruction. This community service program aimed to build the pedagogical design skills of prospective elementary school teachers, design and implement Tangible AI classroom simulations, and engage elementary school teachers through online professional development modules. The program was carried out in partnership with the Bandung City Department of Education and two partner public elementary schools over four weeks (20 July 2026 – 15 August 2026), involving 24 pre-service teachers enrolled in the Teacher Professional Education program, 37 community teachers, and 63 fifth-grade students, and was evaluated using pre-post questionnaires, classroom observation sheets, reflection surveys, and feedback forms. The completion rate among pre-service teachers reached 87.5% (21 of 24 participants), while teacher attendance at the online session reached 94.6%. Paired-sample t-tests showed significant improvements across all three pre-service teacher questionnaire subscales: AI Conceptual Knowledge (M pre = 2.38; M post = 4.31; t(20) = 11.42; p < .001; d = 2.33), Instructional Self-Efficacy (M pre = 2.61; M post = 4.38; t(20) = 10.07; p < .001; d = 2.06), and Attitude toward Tangible AI Pedagogy (M pre = 3.14; M post = 4.58; t(20) = 8.65; p < .001; d = 1.77). Classroom observation sheets recorded high student engagement on the affective (92%) and representation-reasoning (88%) indicators, but lower engagement on the societal impact indicator (54%), indicating a gap in students' understanding of data bias and the social impacts of AI. These findings affirm the effectiveness of a cascading capacity-building model using low-cost physical activities in inclusively building AI literacy in elementary schools.
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