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All Journal Teosofi: Jurnal Tasawuf dan Pemikiran Islam Ta´dib Tamaddun: Jurnal Kebudayaan dan Sastra Islam Conciencia Al Ilmi Intizar Biota BIO-SITE |BIOLOGI Sains Terapan Jurnal Florea Tadrib: Jurnal Pendidikan Agama Islam Taqdir Medina-Te : Jurnal Studi Islam Bio Ilmi: Jurnal Pendidikan Al Ishlah Jurnal Pendidikan Titian Ilmu: Jurnal Ilmiah Multi Sciences Studia Manageria: Jurnal Manajemen Pendidikan Islam Muaddib: Islamic Education Journal Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Bilqolam Pendidikan Islam JIR : Jurnal Ilmiah Roqooba Jurnal Cendekia Ilmiah
Munir Munir
Universitas Islam Negeri Raden Fatah Palembang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Social Sciences Other

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Konsep, Problematika, dan Kebijakan Pendidikan di Eropa: Studi Komparatif Finlandia dan Jerman Ariesi Apriyanti; Munir Munir; Nurlaila Nurlaila
Jurnal Bilqolam Pendidikan Islam Vol. 6 No. 2 (2025): Desember 2025
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v6i2.602

Abstract

Education systems in Europe are highly diverse, reflecting the complexity of each country's history, culture and socioeconomic conditions. This article presents a comparative study between Finland and Germany to explore the conceptual frameworks, problems and education policies implemented by the two countries. Finland stands out with its equity-based approach, student welfare and curriculum flexibility. Germany, on the other hand, promotes a vocational education system based on dualism and decentralization of education policy. This research uses a descriptive qualitative literature study method with a content analysis approach to describe the main characteristics, contemporary challenges and ongoing policy reforms. The results show that the success of the education system is largely determined by the alignment between the basic philosophy of education, local challenges, and adaptive policy strategies. In addition, the study also shows that policy adaptations that are responsive to changing times, such as technology integration and improving teacher professionalism, are important elements in responding to global demands. The findings are relevant for developing countries that want to improve the quality of national education through benchmarking successful international systems. The study provides strategic insights into how education systems can be designed to meet the challenges of social inequality, demographic change and the needs of a 21st century skills-based economy.
A HUMANISTIC PHILOSOPHICAL CRITIQUE OF THE DEHUMANIZATION OF ELEMENTARY SCHOOL TEACHERS ROLES IN THE ERA OF ARTIFICIAL INTELLIGENCE Khovifah Puspita Sari; Munir Munir; Ismail Sukardi
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 11 No 1 (2026): Maret
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v11i1.5100

Abstract

This study examines the phenomenon of the dehumanization of elementary school teachers’ roles in the era of Artificial Intelligence (AI) through the humanistic philosophical perspectives of Carl Rogers, Abraham Maslow, and Paulo Freire. Using a qualitative method based on library research and content analysis of various recent scholarly sources, the study shows that while the presence of AI in elementary education can provide efficiency, personalization, and administrative convenience, it also has the potential to weaken the quality of human relationships that form the fundamental foundation of elementary education. Forms of dehumanization in the context of elementary education can be observed in the reduction of empathetic interactions, the loss of personal touch in learning, the shift of pedagogical authority toward automated systems, and the increasing emphasis on quantitative metrics that neglect students’ emotional needs and self-actualization. From a humanistic perspective, this study emphasizes that elementary school teachers continue to play a crucial role as facilitators of authentic relationships, moral and emotional guides, and drivers of students’ critical consciousness. Therefore, the integration of AI in elementary education should be directed in a humanistic manner, ensuring that technology functions as a supportive tool to strengthen—rather than replace—the essence of humanization in modern education.
Co-Authors Abdul Hadi Aflatun Mukhtar Afriansyah, Dini Afriantoni Afriantoni Agus Sholikhin Andre Febrianto Aries Abbas Ariesi Apriyanti Ayu Pransiska Ayu Watawalaini Beby Desty Arisandy Dewi Sundari Dewi Sundari Dini Afriyansyah Duski Duski Elhefni Elhefni Erie Agusta, Erie Faisal Fatiqin, Awalul Fitratul aini Fitratul Aini Imam Rodin Ira Kendi Ismail Sukardi J Suyuthi Pulungan Junaidi Junaidi Karoma Karoma Kholid Kholid Khovifah Puspita Sari Leo Satria Mardiah Astuti Muhammad Aknan Muhammad Rizal Ansori Nurfitria Dewi Nurlaila Nurlaila Nyayu Khodijah Padjrin Padjrin Rina Asmara Rina Setyaningsih Siti Jariah Siti Jariah Tamyis Tamyis Ummi Hiras Habisukan Yuri Dullah