Peran Artificial Intelligence dalam Mengoptimalkan Kinerja Guru di Era Pendidikan Digital: Systematic Literature Review

Abstract

Digital transformation through the implementation of Artificial Intelligence (AI) in the Indonesian education system requires a deep understanding of how various dimensions such as technology, teacher competence, and instructional leadership interact to enhance educator performance. This study employs bibliometric analysis using VOSviewer to map the research landscape related to this topic across recent academic proceedings (2024–2025). Through network, overlay, and cluster visualizations, the study identifies a complex knowledge structure, revealing four interconnected thematic clusters: AI and educational technology as core infrastructure, teacher professional development through digital literacy as a human factor, the institutional context with a focus on elementary school teacher competence, and the specific dimension of Madrasah Ibtidaiyah education. Critical findings indicate a paradigm shift in research from a purely technical focus toward a holistic approach that integrates pedagogical perspectives, social psychology, and phenomenological methodology. Strong connections identified among key nodes particularly between “artificial intelligence,” “teachers,” and “kecerdasan buatan,” as well as “learning,” “teachers,” and “phenomenology” suggest that the Indonesian research community has recognized that successful AI implementation is not solely about technology, but is fundamentally about human adaptation, competency development, and the quality of institutional leadership.