The Utilisation of AI to Improve the Quality of Learning in Elementary Schools

Abstract
The purpose of this service is to utilise artificial intelligence (AI) technology in improving the quality of learning in elementary schools. The methods used include identifying learning needs, developing AI-based platforms to support the teaching and learning process, and training teachers to make optimal use of this technology. The findings of this activity show that the application of AI can increase teaching effectiveness by providing more personalised material tailored to the abilities of each student. The main contribution of this devotion is to provide technology-based solutions to address challenges in learning in high school, creating a more adaptive learning experience and improving overall student learning outcomes.
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How to Cite

Ratu Reiza Farha Aini, et al. (2025). The Utilisation of AI to Improve the Quality of Learning in Elementary Schools. Jurnal Pengabdian Kepada Masyarakat Multidisiplin, 1(4). https://doi.org/10.63760/jam.v1i4.67

Ratu Reiza Farha Aini; Supadi Supadi; Endang Sondari, "The Utilisation of AI to Improve the Quality of Learning in Elementary Schools," Jurnal Pengabdian Kepada Masyarakat Multidisiplin, vol. 1, no. 4, 2025.

Ratu Reiza Farha Aini; Supadi Supadi; Endang Sondari. "The Utilisation of AI to Improve the Quality of Learning in Elementary Schools." Jurnal Pengabdian Kepada Masyarakat Multidisiplin, vol. 1, no. 4, 2025.

Ratu Reiza Farha Aini; Supadi Supadi; Endang Sondari. "The Utilisation of AI to Improve the Quality of Learning in Elementary Schools." Jurnal Pengabdian Kepada Masyarakat Multidisiplin 1, no. 4 (2025).

Ratu Reiza Farha Aini, et al. (2025) 'The Utilisation of AI to Improve the Quality of Learning in Elementary Schools', Jurnal Pengabdian Kepada Masyarakat Multidisiplin, 1(4). doi: 10.63760/jam.v1i4.67.

Ratu Reiza Farha Aini; Supadi Supadi; Endang Sondari. The Utilisation of AI to Improve the Quality of Learning in Elementary Schools. Jurnal Pengabdian Kepada Masyarakat Multidisiplin. 2025;1(4).

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