Pengalaman Guru PAUD dalam Memanfaatkan AI untuk Merancang APE yang Mendukung Joyful Learning
Keywords:
Artificial Intelligence, Early Childhood Education Teacher, Educational Play Tools, Joyful Learning, PhenomenologyAbstract
The development of Artificial Intelligence (AI) has created new opportunities for Early Childhood Education (ECE) teachers to design creative and engaging learning experiences. However, studies exploring ECE teachers’ experiences in utilizing AI to design educational play tools remain limited. This study aimed to explore the experiences of ECE teachers in utilizing AI to design Educational Play Tools (EPT) that support joyful learning. The study employed a qualitative approach using Interpretative Phenomenological Analysis (IPA). Ten ECE teachers were selected through purposive sampling based on their experience in using AI for instructional planning. Data were collected through in-depth interviews, observations, and document analysis and were analyzed using IPA procedures. The findings revealed five major themes: (1) AI as a source of inspiration for designing EPT, (2) AI improves the efficiency of instructional planning, (3) AI enhances teachers’ creativity in developing play-based activities, (4) challenges in AI utilization, including prompt-writing skills, information validation, and digital literacy, and (5) the contribution of AI-assisted EPT to joyful learning. The results indicate that AI serves as an innovative partner that assists teachers in creating more varied, engaging, and developmentally appropriate educational play tools. In addition to improving teachers’ efficiency, AI utilization contributes to increased children's engagement, enthusiasm, and social interaction during learning activities. This study highlights the importance of strengthening AI literacy among ECE teachers to optimize the use of technology in supporting meaningful and joyful learning experiences.
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