Analysis of the Utilization of Artificial Intelligence in the Use of Interactive Teaching Materials to Improve the Competence of Elementary School Teachers in Kudus

Abstract

This study seeks to examine how the integration of Artificial Intelligence (AI) in developing interactive teaching materials contributes to the enhancement of elementary school teachers’ pedagogical competencies. A descriptive qualitative approach was employed, involving five public elementary schools in the Barongan District of Kudus City. Data collection techniques included interviews, Likert-scale questionnaires, and passive participant observation. The data were analyzed using the Miles, Huberman, and Saldaña interactive model. The findings reveal that the utilization of AI-based platforms—such as ChatGPT, Gemini, Canva, Quizizz, Kahoot, Wordwall, and AssemblrEDU—significantly supports teachers in creating instructional materials that are more efficient, innovative, and engaging for students. Despite a general acknowledgment of AI’s benefits among teachers, variations in their levels of proficiency and understanding were observed, which are largely influenced by factors such as age and teaching experience. Key challenges identified in this study include limited technological infrastructure, particularly the availability of Chromebooks, interactive flat panels (IFPs), and inconsistent internet connectivity. In conclusion, the study highlights that improving teachers’ digital literacy and strengthening technological infrastructure are essential factors in maximizing the implementation of Artificial Intelligence (AI) in elementary education.