Penggunaan Kecerdasan Buatan (AI) dalam Pembelajaran untuk Meningkatkan Perkembangan Kognitif Anak Usia 5-11 Tahun
DOI:
https://doi.org/10.61253/abdicendekia.v5i2.593Kata Kunci:
Anak Usia Sekolah Dasar, Kecerdasan Buatan (AI), Pembelajaran Adaptif, Perkembangan Kognitif, Teknologi PendidikanAbstrak
Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan kecerdasan buatan (AI) dalam pembelajaran terhadap perkembangan kognitif anak usia 5-11 tahun, mengidentifikasi bentuk implementasi yang sesuai dengan tahap perkembangan kognitif, serta mengevaluasi potensi dan keterbatasannya. Metode yang digunakan adalah kajian literatur sistematis dengan pendekatan kualitatif, melalui penelusuran artikel ilmiah pada database seperti Scopus, Web of Science, ScienceDirect, dan Google Scholar dalam rentang lima tahun terakhir. Proses seleksi dilakukan menggunakan alur PRISMA, kemudian data dianalisis dengan teknik content analysis untuk menemukan pola, tema, dan kesenjangan penelitian. Hasil penelitian menunjukkan bahwa AI memiliki potensi dalam meningkatkan kemampuan kognitif dasar seperti pemahaman konsep, memori kerja, penalaran logis, serta keterampilan berpikir tingkat tinggi melalui pembelajaran adaptif dan personalisasi. Namun demikian, efektivitas tersebut dipengaruhi oleh kesesuaian desain sistem dengan tahap perkembangan anak. Ditemukan pula sejumlah kendala, seperti beban kognitif berlebih, kesulitan memahami sistem yang abstrak, kecenderungan ketergantungan terhadap AI, serta berkurangnya interaksi sosial. Oleh karena itu, penggunaan AI dalam pembelajaran perlu dirancang secara kontekstual dan pedagogis agar mampu mendukung perkembangan kognitif anak secara optimal.Referensi
Ahmad Fauzi, W. N., Setiawati, Y., Puji Hartono, D., Mahmudi, M. R., & Prayitno, M. (2025). AI-Integrated Pedagogies in Primary Education: A Decade of Global Trends and Strategic Adaptation for Indonesia’s Curriculum Transformation. International Journal of Basic Educational Research, 2(2), 57–70. https://doi.org/10.14421/ijber.v2i2.11619
Albadarin, Y., Saqr, M., Pope, N., & Tukiainen, M. (2024). A systematic literature review of empirical research on ChatGPT in education. Discover Education 2024 3:1, 3(1), 60-. https://doi.org/10.1007/S44217-024-00138-2
Arkoumanis, G., Sofos, A., Ventista, O. M., Ventistas, G., & Tsani, P. (2025). The Impact of Artificial Intelligence on Elementary School Students’ Learning: A Meta-Analysis. Computers in the Schools. https://doi.org/10.1080/07380569.2025.2520787
Aydemir, G., Xie, W., & Güney, F. (2026). Track-On2: Enhancing Online Point Tracking with Memory. IEEE Transactions on Pattern Analysis and Machine Intelligence, 1–17. https://doi.org/10.1109/TPAMI.2026.3675257
Biagini, G. (2025). Towards an AI-Literate Future: A Systematic Literature Review Exploring Education, Ethics, and Applications. International Journal of Artificial Intelligence in Education 2025 35:4, 35(4), 2616–2666. https://doi.org/10.1007/S40593-025-00466-W
Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., Crompton, H., Koutropoulos, A., Terentev, E., Pazurek, A., Nichols, M., Sidorkin, A. M., Costello, E., Watson, S., Mulligan, D., Honeychurch, S., … Asino, T. I. (2024). The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future. Open Praxis, 16(4), 487–513. https://doi.org/10.55982/openpraxis.16.4.777
Castillo-Martínez, I. M., Flores-Bueno, D., Gómez-Puente, S. M., & Vite-León, V. O. (2024). AI in higher education: a systematic literature review. Frontiers in Education, 9, 1391485. https://doi.org/10.3389/FEDUC.2024.1391485/TEXT
Del Ser, J., Lobo, J. L., Müller, H., & Holzinger, A. (2025). World Models in Artificial Intelligence: Sensing, Learning, and Reasoning Like a Child. 1. https://arxiv.org/pdf/2503.15168
Demartini, C. G., Sciascia, L., Bosso, A., & Manuri, F. (2024). Artificial Intelligence Bringing Improvements to Adaptive Learning in Education: A Case Study. Sustainability 2024, Vol. 16, Page 1347, 16(3), 1347. https://doi.org/10.3390/SU16031347
Duran, V., Çelik, F., Duran, V., & Çelik, F. (2026). AI-Based Meta-Universities and the Smart Curriculum. Metaverse, MetaIntelligence and Infinite Worlds with AI [Working Title]. https://doi.org/10.5772/INTECHOPEN.1013110
Ejjami, R. (2024). The Adaptive Personalization Theory of Learning: Revolutionizing Education with AI. Journal of Next-Generation Research 5.0, 5. https://doi.org/10.70792/JNGR5.0.V1I1.8
Erawati, N. K., & Adnyana, P. B. (2024). Implementasi Teori Konstruktivisme Jean Peaget Dalam Pembelajaran: Tinjauan Literatur. Indonesian Journal of Educational Development (IJED), 5(3), 394–401. https://doi.org/10.59672/IJED.V5I3.4148
Fang, D., Zhao, S., & Wei, W. (2025). On the Role of Perceived Teacher Support in Predicting EFL Learner Well-Being in Artificial Intelligence (AI)-Based Context: The Mediating Roles of Self-Efficacy and Resilience. European Journal of Education, 60(4), e70242. https://doi.org/10.1111/EJED.70242;PAGEGROUP:STRING:PUBLICATION
Fazal, D. I., Bandeali, D. M. M., Shezad, F., & Gul, H. (2025). Bridging Educational Gaps: The Role of AI and Social Media in Enhancing Access to Quality Education in Under-privileged Communities. The Critical Review of Social Sciences Studies, 3(1), 2413–2431. https://doi.org/10.59075/R3DPHX69
Filgueiras, F. (2024). Artificial intelligence and education governance. Education, Citizenship and Social Justice, 19(3), 349–361. https://doi.org/10.1177/17461979231160674;WEBSITE:WEBSITE:SAGE;JOURNAL:JOURNAL:ESJA;WGROUP:STRING:PUBLICATION
Gonsalves, C. (2024). Generative AI’s Impact on Critical Thinking: Revisiting Bloom’s Taxonomy. Journal of Marketing Education. https://doi.org/10.1177/02734753241305980;PAGEGROUP:STRING:PUBLICATION
Gulyamov, S., Okyulov, O., Ashurov, A., Odilkhujaev, I., Rodionov, A., & Kurmichkina, A. (2025). Technology for Creating Artificial Educational Ecosystems: Balancing Technological Efficiency and Natural Development of Human Potential. Proceedings - 2025 5th International Conference on Technology Enhanced Learning in Higher Education, TELE 2025, 18–23. https://doi.org/10.1109/TELE66816.2025.11212050
Huy, N. Q., & Dinh, L. Q. (2025). Balancing Bank Profits With Sustainable Development Goals: Examining the Pivotal Role of Financial Stability. Sustainable Development, 33(S1), 1182–1199. https://doi.org/10.1002/SD.70057;ISSUE:ISSUE:DOI
Khatun, M., Islam, R., Kumar, S., Hossain, R., & Mani, L. (2024). The Impact of Artificial Intelligence on Educational Transformation: Trends and Future Directions. Journal of Information Systems and Informatics, 6(4), 2347–2373. https://doi.org/10.51519/JOURNALISI.V6I4.879
Kuchar, P. (2025). Competition as socially extended cognition: A Hayekian perspective on market knowledge and institutional evolution. The Review of Austrian Economics 2025, 1–23. https://doi.org/10.1007/S11138-025-00695-1
Kurian, N. (2025). AI’s empathy gap: The risks of conversational Artificial Intelligence for young children’s well-being and key ethical considerations for early childhood education and care. Contemporary Issues in Early Childhood, 26(1), 132–139. https://doi.org/10.1177/14639491231206004;JOURNAL:JOURNAL:CIEA;WEBSITE:WEBSITE:SAGE;REQUESTEDJOURNAL:JOURNAL:CIEA;WGROUP:STRING:PUBLICATION
Lestari, H. A. S. A., Rinnanik, R., Ramadina, E., Biduri, F. N., Lestari, H. A. S. A., Rinnanik, R., Ramadina, E., & Biduri, F. N. (2026). Menganalisis Perkembangan Kognitif pada Anak Usia Sekolah Dasar dan Implikasinya bagi Pengajaran dan Pembelajaran Strategies. Jurnal Pendidikan Humaniora, 11(3), 1. https://doi.org/10.17977/um011v11i32023p143-155
Mcwhorter, R., & Zviel-Girshin, R. (2024). The Good and Bad of AI Tools in Novice Programming Education. Education Sciences 2024, Vol. 14, Page 1089, 14(10), 1089. https://doi.org/10.3390/EDUCSCI14101089
Mustafa, M. Y., Tlili, A., Lampropoulos, G., Huang, R., Jandrić, P., Zhao, J., Salha, S., Xu, L., Panda, S., Kinshuk, López-Pernas, S., & Saqr, M. (2024). A systematic review of literature reviews on artificial intelligence in education (AIED): a roadmap to a future research agenda. Smart Learning Environments 2024 11:1, 11(1), 59-. https://doi.org/10.1186/S40561-024-00350-5
Nopas, D. siri. (2025). Algorithmic learning or learner autonomy? Rethinking AI’s role in digital education. Qualitative Research Journal. https://doi.org/10.1108/QRJ-11-2024-0282/1255772
Rizvi, S., Waite, J., & Sentance, S. (2023). Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review. Computers and Education: Artificial Intelligence, 4, 100145. https://doi.org/10.1016/J.CAEAI.2023.100145
Saetra, H. S. (2022). Scaffolding Human Champions: AI as a More Competent Other. Human Arenas 2022 8:1, 8(1), 56–78. https://doi.org/10.1007/S42087-022-00304-8
Sarker, I. H. (2022). AI-Based Modeling: Techniques, Applications and Research Issues Towards Automation, Intelligent and Smart Systems. SN Computer Science 2022 3:2, 3(2), 158-. https://doi.org/10.1007/S42979-022-01043-X
Shanmugasundaram, M., & Tamilarasu, A. (2023). The impact of digital technology, social media, and artificial intelligence on cognitive functions: a review. Frontiers in Cognition, 2, 1203077. https://doi.org/10.3389/FCOGN.2023.1203077/FULL
Sharda, D., Bansal, R., & Riya. (2025). An Exploration and Rethinking Child-Computer Interaction in The Age Of Artificial Intelligence. International Journal of Advanced Research in Computer Science, 16(4), 63. https://doi.org/10.26483/IJARCS.V16I4.7315
Sortwell, A., Gkintoni, E., Díaz-García, J., Ellerton, P., Ferraz, R., & Hine, G. (2026). Beyond Cognitive Load Theory: Why Learning Needs More than Memory Management. Brain Sciences 2026, Vol. 16, Page 109, 16(1), 109. https://doi.org/10.3390/BRAINSCI16010109
Srinivasa, K. G., Kurni, M., & Saritha, K. (2022). Harnessing the Power of AI to Education. 311–342. https://doi.org/10.1007/978-981-19-6734-4_13
Su, J., & Zhong, Y. (2022). Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions. Computers and Education: Artificial Intelligence, 3, 100072. https://doi.org/10.1016/J.CAEAI.2022.100072
Tao, S. (2025). Aligning technology with cognitive development: a five-tiered framework to generative AI in K-12 education. AI, Brain and Child 2025 1:1, 1(1), 20-. https://doi.org/10.1007/S44436-025-00024-0
Topkaya, Y., Doğan, Y., Batdı, V., & Aydın, S. (2025). Artificial Intelligence Applications in Primary Education: A Quantitatively Complemented Mixed-Meta-Method Study. Sustainability 2025, Vol. 17, Page 3015, 17(7), 3015. https://doi.org/10.3390/SU17073015
Wang, G., Zhao, J., Van Kleek, M., & Shadbolt, N. (2022). Informing Age-Appropriate AI: Examining Principles and Practices of AI for Children. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3491102.3502057;ISSUE:ISSUE:DOI
Yang, W., Hu, X., Yeter, I. H., Su, J., Yang, Y., & Lee, J. C. K. (2024). Artificial intelligence education for young children: A case study of technology-enhanced embodied learning. Journal of Computer Assisted Learning, 40(2), 465–477. https://doi.org/10.1111/JCAL.12892;PAGEGROUP:STRING:PUBLICATION
Yıldız, D., & Nur, Z. (2024). Transformation of Social Interaction in the Digital Age: Impact, Challenges, and Prospects of Technology in Social Relationships. Bulletin of Science, Technology and Society, 3(3), 49–54. https://inti.ejournalmeta.com/index.php/inti/article/view/95
