Analysis of AI Literacy Competencies of Elementary School Teacher Education Students in Designing Elementary School Mathematics Learning

Abstract

The rapid development of Artificial Intelligence (AI) has brought significant changes to the world of education and requires prospective teachers to possess adequate AI literacy competencies. This study aims to analyze the AI literacy competence of PGSD students UPGRIS in designing elementary school mathematics learning. The research uses a descriptive quantitative approach with a survey method. Data were collected thru a questionnaire given to PGSD students who are taking the elementary school mathematics learning course. The research instrument measures five aspects of AI literacy competence, namely understanding the basic concepts of AI, the ability to use AI applications, the ability to critically evaluate AI outputs, awareness of the ethical use of AI, and the ability to integrate AI into the design of elementary school mathematic. The data were analyzed using descriptive statistics in the form of percentages and average scores. The research results show that the AI literacy competence of PGSD students is in the high category with an average achievement of 77.61%. The ability to integrate AI into mathematics learning achieved the highest score of 82.75%, while the ability to critically evaluate AI outputs achieved the lowest score of 70.60%. These findings indicate that students are well-prepared to utilize AI to support the design of mathematics learning, although their critical thinking skills in evaluating AI outputs still need improvement. This research contributes to the development of AI literacy in teacher education and serves as a foundation for strengthening the curriculum and AI literacy training for prospective elementary school teachers.