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All Journal Journal of Pedagogi
Laros Tuhuteru
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Education

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The Humanistic Approach to Education: Implementing the “Curriculum of Love” to Build a Harmonious Learning Environment Ni Wayan Karmini; Ichsan Ichsan; Laros Tuhuteru
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/nm9wcf49

Abstract

Education that focuses solely on cognitive achievements has drawn criticism for failing to adequately address the affective, moral, and relational dimensions of the learning process. This article aims to examine educators’ humanistic approaches through the implementation of the Curriculum of Love as a pedagogical framework that positions love as the epistemological and methodological foundation for building a harmonious learning ecosystem, through a narrative literature review of fourteen relevant studies. The results of the study indicate that the Curriculum of Love is implemented through three main dimensions: the internalization of the value of love as the school’s vision; the transformation of pedagogical practices to be empathetic; and the strengthening of the school ecosystem to foster emotional safety. Educators serve as facilitators who guide with compassion, in line with Ki Hajar Dewantara’s “Telu Mong” concept and Noddings’ ethics of care, which emphasize emotional attachment and the teacher’s presence as constitutive dimensions of learning. Consistent implementation of this approach has been reported to enhance students’ character, empathy, discipline, and well-being, as well as effectively restore the post-pandemic learning climate. However, the tension between humanistic flexibility and the demands of a standardized curriculum, time constraints and class size limitations, and the need for systematic support for teachers remain key challenges that must be addressed. This article concludes that the Curriculum of Love is not merely educational romanticism, but rather an innovative pedagogical strategy relevant to building a more humanistic, civilized, and harmonious learning ecosystem.
Generative AI Literacy and Students’ Critical Thinking in Higher Education: The Mediating Role of AI-Supported Learning Engagement Nopem Kusumaningtyas Sumitro; Laros Tuhuteru; Nurhayati Jafar
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/00xs4237

Abstract

The pervasive integration of Generative Artificial Intelligence (GenAI) across higher education institutions has fundamentally transformed student knowledge acquisition, cognitive processing, and academic engagement. While conversational AI systems offer dynamic cognitive scaffolding and personalized feedback, uncalibrated reliance threatens to foster cognitive offloading and diminish independent critical inquiry. Grounded in Social Cognitive Theory, the Community of Inquiry (Practical Inquiry Cognitive Presence) framework, and Self-Regulated Learning Theory, this study empirically investigates the structural dynamics connecting Generative AI Literacy to Students’ Critical Thinking, explicitly evaluating the explanatory mediating mechanism of AI-Supported Learning Engagement. Employing an explanatory sequential mixed-methods design, quantitative data were gathered from undergraduate students (N = 115 survey cohort; benchmarked against multi-institutional structural parameters, N = 623) and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), followed by qualitative thematic analysis of student interaction scripts and semi-structured interviews (N = 10). The empirical results demonstrate that Generative AI Literacy significantly and positively predicts both AI-supported learning engagement (β = 0.668, p < 0.001) and critical thinking (β = 0.479, p < 0.001). Furthermore, AI-supported learning engagement exerts a strong direct effect on critical thinking (β = 0.353, p < 0.001) and functions as a statistically significant partial mediator (β = 0.240, p < 0.001). Crucially, qualitative findings illuminate that engagement quality specifically the distinction between mindful engagement (evaluative auditing, prompt refinement, and hypothesis testing) and unreflective engagement (automated output submission) determines whether GenAI acts as a dialectical partner or a cognitive substitute. Mindful engagement enables students to bridge the critical 'Resolution Gap' across inquiry phases. This research establishes that AI literacy serves as an essential epistemic regulator, providing higher education institutions with actionable frameworks for process-oriented assessment, ethical AI integration, and pedagogical design.  
Teachers’ Readiness for Generative AI Integration in Education: The Roles of AI Self-Efficacy, Digital Competence, and Institutional Support Laros Tuhuteru; Nopem Kusumaningtyas Sumitro
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/01ereh15

Abstract

The rapid deployment of Generative Artificial Intelligence (GenAI) technologies across educational institutions has transformed instructional design, assessment, and administrative workflows. However, the successful adoption of GenAI in classrooms depends fundamentally on teacher readiness rather than simple technology availability or physical infrastructure. This article critically synthesizes empirical, psychometric, and theoretical literature to examine how teachers' readiness for GenAI integration is influenced by three core determinants: AI self-efficacy, digital competence (operationalized through AI-TPACK and AI literacy), and institutional support. Methodologically, this synthesis draws upon international studies employing structural equation modeling (PLS-SEM and CB-SEM), machine learning predictive algorithms, fuzzy-set qualitative comparative analysis (fsQCA), and network psychometrics. The synthesis demonstrates that domain-specific GenAI self-efficacy serves as the primary psychological catalyst and strongest direct predictor of pedagogical integration, perceived ease of use, and perceived usefulness, far outperforming general digital competence alone. Digital competence provides the foundational capability system that shapes attitudes and perceived behavioral control. Institutional support functions as a critical structural antecedent and moderator that mitigates occupational demands, fosters self-efficacy, and enables the translation of intention into enacted classroom practice. The paper concludes with actionable recommendations for designing domain-sensitive professional development programs and ethical institutional governance frameworks.
Co-Authors Ichsan Ichsan Karmini, Ni Wayan Nopem Kusumaningtyas Sumitro Nurhayati Jafar