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All Journal TA'DIBUNA: Jurnal Pendidikan Agama Islam Jurnal DIALEKTIKA : Jurnal Ilmu Sosial Kawanua International Journal of Multicultural Studies
Ega Krisna Pradita
Universitas Muhammadiyah OKU Timur
Religion Humanities 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.
Language and Cultural Adaptation of Non-Javanese Students at Mambaus Sholihin Boarding School: Islamic Education Perspective Miswanto Miswanto; Alfath Julfi; Ega Krisna Pradita; Akmalun Najmi
Kawanua International Journal of Multicultural Studies Vol 6 No 1 (2025)
Publisher : State Islamic Institute of Manado (IAIN) Manado, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/kijms.v6i1.1834

Abstract

This study aims to analyze the language and cultural adaptation process of non-Javanese students at the Mambaus Sholihin Islamic Boarding School, Gresik, East Java. The focus of the study includes: (1) language adaptation in daily communication, (2) cultural adjustment to the norms, traditions, and rhythm of Islamic boarding school life, (3) the role of social support from peers, administrators, and ustadz, and (4) adaptation challenges experienced by students in the initial phase of boarding. This study uses a qualitative approach with a phenomenological design. Data were collected through in-depth interviews, non-participatory observation, and documentation of six non-Javanese students as primary informants and three ustadz as supporting informants, who were selected purposively. Data analysis was carried out using an interactive model that includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that non-Javanese students face initial difficulties in the form of limited basic facilities, Javanese language barriers, academic difficulties in learning Pegon-based yellow books, and adjustment to the strict Islamic boarding school discipline system. However, the adaptation process is gradual and shows positive developments through peer support, guidance from administrators, and the adaptive and inclusive pedagogical approach of the ustadz. These findings confirm that Islamic boarding schools serve as spaces for cultural integration and character development for students. The implications of this research emphasize the importance of responsive mentoring and communication strategies to support the adaptation of new students within the context of Islamic Religious Education.
Co-Authors Akmalun Najmi Alfath Julfi Arief Ardyansyah Izza Agitsna Jimmy Malintang Miswanto Miswanto Sonia Isna Suratin