AI-Enhanced Learning Media for Elementary School Students: A Literature Review of Cognitive Stimulation and Islamic Pedagogical Values

Abstract

Artificial intelligence (AI) is increasingly used in learning media, creating opportunities for adaptive feedback, personalized learning support, and interactive learning activities. However, these capabilities do not automatically lead to meaningful learning. AI can help children reason, but it can also take over the thinking effort that is essential to learning. This article examines how AI-enhanced learning media can support cognitive development while remaining aligned with Islamic pedagogical values. The study employs a targeted structured literature review with thematic synthesis, in which themes emerging from selected literature are grouped and interpreted. It focuses on research on AI in primary education, scaffolding for thinking processes, AI literacy, teacher roles, and Islamic education, while retaining classic works that provide theoretical foundations. The literature search was targeted and purposive rather than exhaustive across all scholarly databases. The synthesis identifies themes concerning AI as a support for thinking, Islamic values for responsible AI use, and the teacher’s role in connecting technology with educational goals. Based on this synthesis, the article proposes the conceptual framework Human-in-the-Loop for Islamic AI-Enhanced Learning (HITL-IAL), which integrates cognitive scaffolding, student agency, teacher guidance, and information verification. This framework remains conceptual and has not yet been tested in field research. The article argues that AI should help children think rather than replace their thinking; AI may support ta‘lim, or instruction, but it cannot replace ta’dib, or education that cultivates adab.