Integrating Artificial Intelligence into Reading Literacy Development in Indonesian Elementary Schools
Abstract
Reading literacy is one of the essential competencies required to support students' academic success in the twenty-first century. The rapid advancement of Artificial Intelligence (AI) has created new opportunities to improve reading literacy instruction by providing adaptive, personalized, interactive, and data-driven learning experiences. This study aims to identify the forms of AI integration in developing Indonesian reading literacy among elementary school students and to analyze its benefits, challenges, and educational implications. This research employed a Systematic Literature Review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles were retrieved from Google Scholar using combinations of keywords related to Artificial Intelligence, reading literacy, Indonesian language learning, and elementary education. After a rigorous screening process, twenty-five eligible articles published between 2017 and 2026 were selected for qualitative synthesis. The findings reveal that AI has been integrated into reading literacy instruction through Generative AI, Computer Assisted Language Learning (CALL), adaptive learning systems, intelligent tutoring systems, interactive multimedia, digital comics, game-based learning, deep learning approaches, and AI-powered educational platforms. These technologies positively contribute to students' reading motivation, comprehension, critical thinking, creativity, and active engagement in learning. Nevertheless, several challenges remain, including limited teacher digital competence, unequal technological infrastructure, digital divide issues, and ethical concerns regarding AI implementation in elementary education. The review concludes that Artificial Intelligence possesses significant potential to strengthen Indonesian reading literacy development when implemented through pedagogically appropriate, ethically responsible, and student-centered learning approaches.