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All Journal TA'DIBUNA: Jurnal Pendidikan Agama Islam Jurnal DIALEKTIKA : Jurnal Ilmu Sosial
Ega Krisna Pradita
Universitas Muhammadiyah OKU Timur
Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Generative Artificial Intelligence as a Shadow Teacher: Implications for Teachers' Pedagogical Authority in Education Izza Agitsna; Arief Ardyansyah; Ega Krisna Pradita; Jimmy Malintang; Sonia Isna Suratin
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.%p

Abstract

The development of generative artificial intelligence in education has brought about significant transformations in learning practices, particularly through its emergence as a shadow teacher capable of providing explanations, feedback, and learning materials instantly. This situation has given rise to new problems related to the shift in teachers' pedagogical authority, both in epistemic, relational, and normative aspects in formal classrooms. This study aims to analyze the impact of the use of generative AI on teachers' pedagogical authority and identify the opportunities and challenges it poses in the contemporary educational context. This study uses a qualitative approach with a literature review method, which includes data collection through searching reputable journal articles, academic books, research reports, and education policy documents relevant to the topic of AI and pedagogy. Data analysis techniques used thematic and comparative analysis to identify patterns, trends, and differences in expert views. Data validity was maintained through evaluation of source credibility, reference recency, and argument consistency, while triangulation was carried out by comparing findings from various types of sources and disciplinary perspectives. The results of the study indicate that generative AI has the potential to shift teachers' pedagogical authority from the center of knowledge transmission to the role of facilitator, learning curator, and value builder, but not completely replace the role of the teacher. Pedagogical authority is actually undergoing a redefinition, demanding stronger pedagogical, ethical, and digital literacy competencies. This research implies the importance of developing teacher education and training policies that are adaptive to the integration of AI in a critical, humanistic manner, and oriented toward strengthening teachers' strategic role in the digital learning ecosystem.
Innovation in Learning the Art of Tanggai Dance from South Sumatra Using Video Media and Flashcards in Elementary Schools Ega Krisna Pradita
Jurnal Dialektika: Jurnal Ilmu Sosial Vol. 24 No. 1 (2026): Jurnal Dialektika: Jurnal Ilmu sosial
Publisher : Pengurus Pusat Perkumpulan Ilmuwan Administrasi Negara Indonesia (PIANI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63309/dialektika.v24i1.937

Abstract

Education is responsible for integrating, nurturing, and fostering the development of students' talents and creative abilities. This study examines the role of teachers in fostering children's creativity. This study aims to determine how Flash Cards can foster children's creativity in dance lessons, specifically the Tanggai dance from South Sumatra, in elementary schools. The method used in this study was a literature review through a systematic approach to data analysis. The results of this study indicate that teachers make changes to the learning process using Flash Cards to foster children's dance creativity. Using Wallas' theory, through the stages of preparation, incubation, illumination, and verification, children can become active and creative individuals. Flash Cards represent a teacher's innovation in transforming the learning process. This medium can foster children's creativity and active expression through movement, enabling them to be more active and creative, moving from viewing images to dance movements. It is hoped that the results of this study can serve as reference material or development for further research.
Co-Authors Arief Ardyansyah Izza Agitsna Jimmy Malintang Sonia Isna Suratin