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Transforming Prospective Elementary Teachers' Social Studies Learning through Generative AI in the Digital Era

Jurnal Geografi · Vol. 18 No. 2 (2026) · hlm. 352–369

DOI
10.24114/jg.v18i2.74429
ISSN
2549-7057, 2085-8167
Terbit
2026-08-27
Penerbit
Universitas Negeri Medan
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

The rapid integration of Artificial Intelligence (AI) into higher education is transforming how prospective elementary school teachers access, interpret, and construct knowledge in Social Studies education. This study examines changes in learning patterns among prospective elementary school teachers in AI-supported Social Studies education, identifies factors associated with these changes, and explores instructional strategies used to maintain critical and reflective learning. Using a qualitative exploratory design, the study was conducted at Universitas Iskandar Muda, Banda Aceh, Indonesia. Data were collected through classroom observations, in-depth interviews with two lecturers and two prospective teachers, and document analysis. Data were analyzed interactively through data reduction, data display, and conclusion drawing. The findings reveal a shift from predominantly literature-based and reflective learning toward faster, AI-assisted information seeking and knowledge production. Participants associated this transformation with technological development, digital learning culture, academic workload, limited academic literacy, generational characteristics, and lecturers’ pedagogical practices. Although AI was perceived to improve the efficiency of information retrieval and broaden access to learning resources, participants also expressed concerns about reduced critical reflection, weaker social argumentation, and less intensive academic interaction when AI was used uncritically. In response, lecturers employed problem-based, inquiry-based, reflective, and collaborative learning, supported by AI literacy development, to encourage verification, interpretation, and critical engagement with AI-generated information. These findings highlight the importance of pedagogically guided AI integration in developing adaptive, critical, reflective, and human-centered Social Studies education.

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  • Universitas Iskandar Muda
  • Universiti Sains Islam Malaysia
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Sumber metadata: OAI-PMH (metadata jurnal) http://jurnal.unimed.ac.id/2012/index.php/geo/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Transforming Prospective Elementary Teachers' Social Studies Learning through Generative AI in the Digital Era</dc:title>
	<dc:creator xml:lang="en">Ruslaini, Ruslaini</dc:creator>
	<dc:creator xml:lang="en">Mukhlis, Amir</dc:creator>
	<dc:creator xml:lang="en">Tindaon, Juwita</dc:creator>
	<dc:creator xml:lang="en">Isa, Muhammad</dc:creator>
	<dc:subject xml:lang="en">Artificial Intelligence</dc:subject>
	<dc:subject xml:lang="en">Prospective Teachers’ Learning</dc:subject>
	<dc:subject xml:lang="en">Social Studies Education</dc:subject>
	<dc:subject xml:lang="en">Critical Thinking</dc:subject>
	<dc:subject xml:lang="en">AI Literacy</dc:subject>
	<dc:description xml:lang="en">The rapid integration of Artificial Intelligence (AI) into higher education is transforming how prospective elementary school teachers access, interpret, and construct knowledge in Social Studies education. This study examines changes in learning patterns among prospective elementary school teachers in AI-supported Social Studies education, identifies factors associated with these changes, and explores instructional strategies used to maintain critical and reflective learning. Using a qualitative exploratory design, the study was conducted at Universitas Iskandar Muda, Banda Aceh, Indonesia. Data were collected through classroom observations, in-depth interviews with two lecturers and two prospective teachers, and document analysis. Data were analyzed interactively through data reduction, data display, and conclusion drawing. The findings reveal a shift from predominantly literature-based and reflective learning toward faster, AI-assisted information seeking and knowledge production. Participants associated this transformation with technological development, digital learning culture, academic workload, limited academic literacy, generational characteristics, and lecturers’ pedagogical practices. Although AI was perceived to improve the efficiency of information retrieval and broaden access to learning resources, participants also expressed concerns about reduced critical reflection, weaker social argumentation, and less intensive academic interaction when AI was used uncritically. In response, lecturers employed problem-based, inquiry-based, reflective, and collaborative learning, supported by AI literacy development, to encourage verification, interpretation, and critical engagement with AI-generated information. These findings highlight the importance of pedagogically guided AI integration in developing adaptive, critical, reflective, and human-centered Social Studies education.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Medan</dc:publisher>
	<dc:date>2026-08-27</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://jurnal.unimed.ac.id/2012/index.php/geo/article/view/74429</dc:identifier>
	<dc:identifier>10.24114/jg.v18i2.74429</dc:identifier>
	<dc:source xml:lang="en">JURNAL GEOGRAFI; Vol. 18 No. 2 (2026): JURNAL GEOGRAFI; 352-369</dc:source>
	<dc:source>2549-7057</dc:source>
	<dc:source>2085-8167</dc:source>
	<dc:source>10.24114/2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://jurnal.unimed.ac.id/2012/index.php/geo/article/view/74429/30613</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Ruslaini Ruslaini, Amir Mukhlis, Juwita Tindaon, Muhammad Isa</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>