Analysis of AI Anxiety in Madrasah Ibtidaiyah Prospective Teachers’ Readiness

Abstrak

The rapid integration of Artificial Intelligence (AI) in education has generated both opportunities and psychological challenges, notably AI Anxiety (AIA), particularly among pre-service primary school teachers who shape future generations’ technological attitudes. This study investigates how Information and Communication Technology (ICT) experience, attitudes, and competence predict AIA levels among pre-service teachers enrolled in the PGMI program at UIN Raden Mas Said Surakarta. Using a quantitative, correlational design, data were collected from 141 participants through validated AI Anxiety and ICT Role questionnaires using google form. Descriptive analysis revealed a moderate overall AIA level (M = 4.65), with high external, career-focused anxiety notably Job Replacement (M = 5.56) and low learning-related anxiety (M = 2.65). Correlation and regression analyses indicated that technical and cognitive ICT skills significantly and negatively predicted AIA, identifying Technical Skills as the strongest mitigating factor (B = -0.221, p = 0.030). These findings affirm that practical ICT proficiency reduces AI-related fears by enhancing digital self-efficacy. The study underscores the necessity for curriculum redesign in teacher education to emphasize applied technical competence and gender-sensitive training. Strengthening ICT capability can transform AI apprehension into confidence, preparing future educators for AI-integrated learning environments.