Integrasi Artificial Intelligence dalam Penguatan Pendidikan Karakter Anak Usia Dini dan Relevansinya Bagi Konteks Pendidikan di Lombok Timur
DOI:
https://doi.org/10.33387/cahayapd.v8i2.13039Kata Kunci:
Artificial Intelligence, Pendidikan Karakter, Anak Usia Dini, Systematic Literature Review, Lombok TimurAbstrak
Integrasi Artificial Intelligence (AI) dalam pendidikan anak usia dini menghadirkan peluang untuk memperkaya pembelajaran karakter melalui pengembangan materi adaptif, cerita interaktif, dan aktivitas reflektif. Namun, kontribusi AI terhadap pembentukan karakter tidak dapat dilepaskan dari peran pendidik, keluarga, dan lingkungan sosial anak. Penelitian ini bertujuan untuk menganalisis perkembangan kajian AI dalam pendidikan anak usia dini, mengidentifikasi mekanisme kontribusinya terhadap penguatan pendidikan karakter, serta merumuskan kerangka konseptual yang relevan dengan konteks pendidikan di Lombok Timur. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) berdasarkan pedoman PRISMA 2020 dan kerangka PICOS. Penelusuran literatur mencakup publikasi periode Januari 2016 hingga 31 Oktober 2026 melalui basis data Scopus, Web of Science, ERIC, ScienceDirect, DOAJ, dan Google Scholar. Sebanyak 22 publikasi dianalisis dengan mengelompokkan bukti empiris, kajian tinjauan, dan artikel konseptual. Hasil sintesis mengidentifikasi empat mekanisme kontribusi AI dalam penguatan pendidikan karakter, yaitu perencanaan pembelajaran berbasis nilai, diferensiasi pengalaman belajar, stimulasi dialog dan refleksi moral, serta dokumentasi dan evaluasi pembelajaran. Implementasi integrasi AI dipengaruhi oleh kompetensi guru, kualitas desain pedagogis, keterlibatan keluarga, kesiapan infrastruktur, kesesuaian dengan tahap perkembangan anak, dan tata kelola teknologi yang etis. Kajian ini menegaskan bahwa AI berperan sebagai alat bantu pedagogis, bukan sebagai agen pembentuk karakter. Dalam konteks pendidikan anak usia dini di Lombok Timur, integrasi AI perlu dikembangkan secara responsif terhadap nilai-nilai keagamaan dan budaya Sasak melalui validasi konten yang melibatkan pendidik dan penutur budaya setempat. Kerangka konseptual yang dihasilkan masih memerlukan pengujian empiris untuk memastikan kelayakan, keamanan, dan kontribusinya terhadap perkembangan karakter anak usia dini.
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