The Use of AI in Education to Improve Elementary School Students' Learning Outcomes

Agustinus  Sembiring; Theresia  Herlina

doi:10.55927/ijar.v5i5.16539

Authors

Agustinus Sembiring Universitas Pradita, Tangerang
Theresia Herlina Universitas Pradita, Tangerang

DOI:

https://doi.org/10.55927/ijar.v5i5.16539

Keywords:

Education, Use of AI, Elementary School

Abstract

This study examines the impact of Artificial Intelligence (AI) on learning quality in elementary schools with limited technology infrastructure. Addressing unequal AI adoption, a quasi-experimental design was applied to 130 fifth-grade students divided into AI-based and conventional groups. Data were collected through pretest–posttest and EKOP questionnaires, analyzed using t-tests and reliability measures. Results show the AI group improved from a mean pretest score of 56.65 to 78.85 (gain = 22.20), while the non-AI group increased from 57.15 to 67.60 (gain = 10.45), with significant differences (t = 15.15, p < 0.001). EKOP scores also favored the AI group across all indicators. This study contributes empirical evidence that AI enhances engagement, critical thinking, and learning outcomes in rural elementary contexts.

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