Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal TA'DIBUNA: Jurnal Pendidikan Agama Islam Journal of Contemporary Islamic Education
Sonia Isna Suratin
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Humanities Education Languange, Linguistic, Communication & Media 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.
Digital Neuroethics and the Reconstruction of the Epistemology of Islamic Religious Education Neyla Sabrina; Muhammad Thalal; Wulan Juliarti; Sonia Isna Suratin
Journal of Contemporary Islamic Education Vol. 5 No. 2 (2025): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v5i2.7573

Abstract

The posthuman era is marked by the integration of artificial intelligence, biotechnology, and digital systems that transform educational epistemology. Digitalization gives rise to algorithmic disinformation and knowledge manipulation, thus demanding an adaptive reconstruction of the epistemology of Islamic Religious Education based on reflective ethics. This study aims to analyze the Digital Neuroethics paradigm as a conceptual basis for the reconstruction of the epistemology of Islamic Religious Education and formulate its implications for strengthening the scientific framework of religious education that is adaptive to digital transformation. The study uses a qualitative approach with a literature study type. Data were obtained from journal articles, scientific books, and relevant academic documents through documentation techniques and analyzed using data reduction, thematic categorization, and conceptual interpretation. Data validity was maintained through literature triangulation and consistency of theoretical argumentation. The results show that Digital Neuroethics enables the reconstruction of the epistemology of Islamic Religious Education through the integration of revelation, reason, and digital experience as complementary sources of knowledge. This model positions revelation as an ethical orientation, reason as a critical instrument, and digital experience as a practical space for the formation of moral awareness. The implications of the research confirm the theoretical contribution in the form of developing an integrative epistemological paradigm as well as a practical contribution to strengthening the curriculum and learning strategies of Islamic Religious Education that are responsive to moral complexity in digital society.
Co-Authors Arief Ardyansyah Ega Krisna Pradita Izza Agitsna Jimmy Malintang Muhammad Thalal Neyla Sabrina Wulan Juliarti