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All Journal At- Ta'lim : Jurnal Pendidikan Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Yasir Marzuqi
Universitas Ahmad Dahlan
Education Mathematics Other

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Role Paradox of PPKn Teachers in the AI Era: From Instructor to Ethical Guardian Yasir Marzuqi; Trisna Sukmayadi; Triwahyuningsih Triwahyuningsih; Sunny G. Gabinete; Islahuddin Islahuddin
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2493

Abstract

The integration of generative artificial intelligence (AI), particularly ChatGPT and Google Gemini, into Civic and Pancasila Education (Pendidikan Pancasila dan Kewarganegaraan/PPKn) has introduced fundamental shifts in pedagogical practice. While these technologies offer opportunities for more adaptive and personalized learning, they simultaneously risk undermining teachers' epistemic authority and displacing the internalization of Pancasila values that form the ethical core of students' character formation. This study examines the paradox of PPKn teachers' roles amid the proliferation of instant AI tools, analyzes their transition toward ethical guardianship, and proposes pedagogical implications as a pre-policy baseline study. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed, involving in-depth interviews with 13 PPKn teachers from the Subject Teacher Forum (MGMP) in Bantul Regency (November 2025–February 2026), supported by classroom observations and document analysis. The findings reveal three interrelated crises: (1) a facilitation paradox, in which the demands of student-centered learning paradoxically compel teachers to adopt defensive strategies including strict digital device monitoring and time-pressured assessments; (2) an epistemic authority crisis, characterized by students' increasing trust in AI-generated responses over teachers' contextual and normative explanations; and (3) the erosion of Pancasila values, encompassing declining empathy and human interaction (Second Principle), weakening deliberative practices (Fourth Principle), and reduced academic integrity (Fifth Principle), as reflected in instant plagiarism and cognitive passivity. In response, this study advances the concept of Guardian Pedagogy as a reconceptualization of the teacher's role in safeguarding students' epistemic, relational, and ethical foundations in the digital age.
Internalizing Civic Values in the Digital Era: The Role of Artificial Intelligence in Civics Education (PPKn) Nurlaili Arifah; Yasir Marzuqi
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.13468

Abstract

Background: The growing presence of artificial intelligence (AI) in education is beginning to reshape how civic values are internalized in Pancasila and Civic Education (PPKn). This study examines the challenges and opportunities of internalizing civic values in the digital era, describes the role of AI in PPKn instruction, and identifies how AI can be used to strengthen students' civic character. Method: A descriptive qualitative case study was conducted at SMK Muhammadiyah 3 Yogyakarta, involving a PPKn teacher and tenth-grade students selected through purposive sampling. Data were collected through in-depth interviews, classroom observation, and documentation, and were analyzed using the interactive model of Miles and Huberman. Result anda Discussions: The findings show that internalizing civic values in the digital era involves several challenges, including a decline in students' social ethics, a growing dependence on AI, and the absence of clear institutional guidelines for classroom AI use. At the same time, digital technology creates opportunities for creativity, more interactive learning, and stronger digital literacy. Teachers and students use AI as a learning resource, a medium for discussion, and a support for project-based activities that help students understand and practice civic values such as honesty, responsibility, tolerance, mutual cooperation (gotong royong), and digital ethics. The results further indicate that AI use is most effective when combined with collaborative and contextual learning under consistent teacher guidance. Conclusion: The study concludes that AI can support the internalization of civic values when it is used purposefully, ethically, and in line with the goals of PPKn instruction.
Co-Authors Islahuddin Islahuddin Nurlaili Arifah Sukmayadi, Trisna Sunny G. Gabinete Triwahyuningsih, Triwahyuningsih