Models and strategies for implementing adaptive learning in madrasah ibtidaiyah/elementary school

Abstract

This study highlights how artificial intelligence-powered adaptive learning offers a meaningful solution to address diverse learning needs and improve educational outcomes for young students in madrasah ibtidaiyah/elementary school. Despite its potential, implementation faces significant challenges, including limited technological infrastructure, insufficient teacher training, and inflexible curricula. While many studies explore adaptive learning in general, a clear gap remains in understanding its application to primary education in Indonesia. To address this, the present research conducted a scoping review of literature from 2015 to 2025 using a qualitative descriptive approach guided by PRISMA 2020. The review identifies four key models—Personalized Learning, Differentiated Instruction, Adaptive Inquiry Learning, and Hybrid Adaptivity—and proposes three practical approaches: real-time AI personalization, flexible curriculum development, and empowering teachers as caring, data-informed facilitators. Ultimately, the findings emphasize a human-centered approach in which technology serves as a supportive tool that enhances, rather than replaces, teachers’ professional judgment, thereby supporting more equitable, engaging, and nurturing learning experiences for young children.