ETHICAL AND PEDAGOGICAL IMPLICATIONS OF DEEP LEARNING INTEGRATION IN FOURTH GRADE CLASSROOMS: A CASE STUDY AT SDN 100801 PASAR SEMPURNA

Masrianti Ritonga; Rita Nur’ain Harahap; Yusti Andayati Pasaribu; Anita Adinda

doi:10.62567/micjo.v2i4.1534

Authors

Masrianti Ritonga State Islamic University of Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Rita Nur’ain Harahap State Islamic University of Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Yusti Andayati Pasaribu State Islamic University of Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Anita Adinda State Islamic University of Syekh Ali Hasan Ahmad Addary Padangsidimpuan

DOI:

https://doi.org/10.62567/micjo.v2i4.1534

Keywords:

Deep learning, ethics, pedagogy, artificial intelligence, primary education

Abstract

This study examines the ethical and pedagogical implications of deep learning integration in fourth-grade classrooms at SDN 100801 Pasar Sempurna, Indonesia. Through classroom observations, semi-structured interviews with teachers, and document analysis, the research found that deep learning applications significantly improved student engagement and individualized learning outcomes. However, ethical concerns emerged regarding data privacy, unequal access to digital tools, and limited teacher preparedness. Teachers expressed uncertainty in balancing technological autonomy with moral and pedagogical control. The study concludes that while deep learning supports more adaptive and inclusive learning environments, its ethical implementation remains constrained by insufficient institutional policies and digital literacy. Strengthening teacher competence and establishing transparent ethical frameworks are crucial for ensuring responsible AI integration in primary education. These findings provide practical insights into balancing innovation and ethics in early educational contexts.

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