1. INTRODUCTION
The rapid advancement of digital technology has significantly transformed various aspects of human life, including the field of education. In recent years, the integration of artificial intelligence (AI) into everyday activities has become increasingly widespread, influencing how individuals access information, communicate, and solve problems. Educational environments are no longer limited to traditional teaching methods but are evolving into dynamic, technology-driven ecosystems. This transformation requires students to possess not only basic digital skills but also a deeper understanding of emerging technologies such as AI (Yue, M., Jong, M. S. Y., Dai, Y., & Lau, W. W. F., 2025). Consequently, the concept of literacy has expanded beyond reading and writing to include digital and technological competencies. In this context, AI literacy emerges as a crucial component of modern
education. It equips learners with the ability to interact effectively with intelligent systems. Therefore, integrating AI literacy into education is no longer optional but essential. (Chung, K., Kim, S., Jang, Y. et al., 2025)
Alongside technological development, the demands placed on students in the 21st century have also become more complex. Learners are expected to think critically, solve problems creatively, and adapt to rapidly changing environments. These competencies are closely مرتبط dengan the ability to understand and utilize AI technologies. Without adequate literacy, students may become passive consumers of technology rather than active and critical users. Moreover, the abundance of AI-generated information poses challenges related to accuracy, bias, and ethical use. Students must be able to evaluate the credibility of information and make informed decisions (Siregar, T., Fauzan, A., Yerizon, Y., & Syafriandi, S. (2025). This highlights the importance of equipping learners with the skills needed to navigate digital environments responsibly. As a result, educational systems must respond by incorporating AI literacy into their curricula. This ensures that students are prepared to مواجهة challenges in the digital era. (Yeter, I. H., Yang, W., & Sturgess, J. B., 2024)
Elementary education plays a strategic role in laying the foundation for these competencies. At this stage, students begin to develop essential cognitive skills such as reasoning, analysis, and pattern recognition. These abilities are fundamental to understanding how AI systems function. Introducing AI literacy at an early age can foster curiosity and engagement with technology in a positive way. It also helps students build a mindset that is open to innovation and continuous learning. Furthermore, early exposure can prevent misconceptions about AI and promote a balanced understanding of its capabilities and limitations. शिक्षक ों can design learning experiences that are appropriate to students’ developmental levels. This makes the introduction of AI concepts more accessible and meaningful. Therefore, elementary school becomes a critical starting point for AI literacy development. (Hong, J., Kim, K.,
- The integration of AI literacy into early education supports the development of ethical awareness and responsible technology use. As students interact with AI systems, they must understand the importance of privacy, data security, and academic integrity. These values are essential in fostering responsible digital citizenship. By embedding ethical considerations into AI learning, students can develop a holistic understanding of technology (Sabatini, J., Graesser, A. C., Hollander, J., & O’Reilly, T., 2023). This approach ensures that they not only use AI effectively but also responsibly. Moreover, it aligns with global educational goals that emphasize character building alongside cognitive development. The combination of technical skills and ethical awareness prepares students for future challenges. Thus, AI literacy contributes to shaping well-rounded individuals. It becomes a vital element in achieving sustainable and meaningful education in the digital age. (Yang, H., Rachmatullah, A., Alozie, N. et al.,
- Education is a fundamental process in human life that plays a role in transmitting knowledge, skills, and values from one generation to the next. The educational process does not only take place in formal institutions such as schools and universities but also occurs through life experiences involving social interactions and learning from the surrounding environment. Thus, education is understood as a lifelong process inherent in human life (Kempa, Sopacua, and Pattiasina 2024). In line with this, education is positioned as a conscious and planned effort to develop the potential of students comprehensively (Pristiwanti et al. 2022). Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System affirms that education aims to develop students' potential to possess intelligence, personality, noble character, and the skills necessary for personal and
community life. This view emphasizes that education is oriented not only towards cognitive aspects but also towards character building and student well-being (Purwaningtyas et al. 2024).
In the context of contemporary developments, 21st-century education demands that students possess complex knowledge accompanied by various supporting skills, such as higher-order thinking skills and the ability to utilize information, media, and technology. These demands align with the 21st-century learning framework, which emphasizes the importance of students' readiness to face global challenges (Purwaningtyas et al. 2024).
The development of digital technology in the era of the Industrial Revolution 4.0 has brought significant changes to the world of education. Digital transformation creates a need for new skills relevant to current developments, one of which is digital literacy (Hasdyna et al. 2025). Digital literacy not only encompasses the ability to use technology but also includes understanding how technology works, managing digital information, and the ability to be critical, ethical, and responsible in its use. Literacy is not merely defined as the ability to read and write (Sirodjiddin and Soedjatmiko 2025). Literacy includes the ability to understand, manage, evaluate, and utilize information meaningfully to support life skills and learning (Ningsih and Sayekti 2023). Thus, literacy demands an active role for individuals in understanding and using information critically.
One of the digital technologies increasingly utilized in education is Artificial Intelligence (AI). AI is technology that enables computer systems to mimic human thinking abilities, particularly in performing reasoning and decision-making automatically (Hidayati 2023). In the educational context, AI is used to create more interactive and adaptive learning experiences, but it also raises ethical challenges, such as algorithmic bias and data privacy threats (Amalia, Fatmawati, and Nuriana 2025).
Therefore, the utilization of AI in education demands artificial intelligence literacy. AI literacy is understood as an individual's ability to understand the basic principles of AI, its workings and impacts, and to use AI critically and ethically. AI literacy is a crucial 21st-century skill that needs to be integrated into education, including at the elementary school level, considering that students have been interacting with AI-based technology from an early age (Maleni et al. 2025).
Various studies indicate that artificial intelligence has brought significant changes to the world of education. Research by (Amalia et al. 2025) emphasizes that the use of AI in education provides convenience for teachers and students through more interactive, adaptive, and efficient learning, such as the use of chatbots and virtual tutors. However, the article focuses more on the opportunities, impacts, and ethical challenges of AI use, including issues of privacy, bias, and data security. The discussion on AI literacy remains conceptual and is not accompanied by empirical measurements regarding the extent to which students understand, use, and behave towards AI technology, especially at the elementary education level.
Meanwhile, research by (Maleni et al. 2025) affirms that AI literacy is an essential 21st-century skill that needs to be integrated into education to prepare students for technological advancements. However, this study highlights the urgency and general integration of AI literacy and does not specifically examine the level of AI literacy among elementary school students based on measurable literacy dimensions. Thus, a research gap exists in the form of a lack of quantitative data depicting the level of artificial intelligence literacy in elementary school students, covering aspects of recognition, understanding, use, evaluation, and ethics of AI use. This research aims to fill this gap by measuring AI literacy among elementary school students.
Based on this research gap, this study aims to quantitatively determine the level of artificial intelligence literacy among elementary school students, encompassing students' abilities to recognize the existence
of AI, understand the basic concepts and characteristics of AI, use AI functionally in learning activities, evaluate and create AI-assisted outcomes, and demonstrate attitudes and ethics in the wise and responsible use of AI.