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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Yulisia Rezky Kirana
Universitas Negeri Makassar
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PEMBELAJARAN MENDALAM SEBAGAI PROSES EKSISTENSIAL DALAM MEWUJUDKAN KEOTENTIKAN DAN REFLEKSI DIRI PESERTA DIDIK Yulisia Rezky Kirana; Ismail
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36187

Abstract

This article analyzes deep learning as an existential process that positions students as free, conscious, and reflective individuals within the learning experience. Through a literature review of core existential concepts and humanistic educational approaches, the study highlights that deep learning goes beyond conceptual understanding toward meaning-making, identity formation, and the development of personal authenticity. These principles align with Indonesia’s Merdeka Belajar curriculum, which emphasizes learner autonomy, independence, and holistic development. Deep learning enables students to connect knowledge with personal experiences, making the learning process more meaningful and relevant to their lives. Teachers serve as existential facilitators who create dialogic, reflective, and humanistic learning environments where knowledge is offered as lived experience rather than imposed content. The findings indicate that integrating existential perspectives with deep learning contributes to a humanizing educational ecosystem that fosters self-awareness, personal responsibility, and reflective capability in students. Thus, education functions not merely as the transmission of knowledge but as a transformative process that guides learners toward becoming authentic individuals who are aware of their existence and the meaning behind their learning experiences. Keywords: Deep learning, Existentialism, Authenticity, Self-reflection, Humanistic Education
Kecerdasan Buatan dan Keberlanjutan Sosial: Tinjauan Literatur tentang Dampak Teknologi Kemanusiaan dalam Pendidikan Yulisia Rezky Kirana; Nurfadillah Salam; Riakurnaini; Hasrinah; Arifah Novia Arifin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36788

Abstract

The development of artificial intelligence (AI) has made a significant contribution to the transformation of global education, particularly in increasing the effectiveness, personalization, and efficiency of the learning process. However, behind this progress, new challenges have emerged related to the shift in human values, the loss of empathy, and the potential for dehumanization in education. This article aims to systematically review the relationship between AI, humanity, and social sustainability in education through the Systematic Literature Review (SLR) method with the PRISMA approach. Data were obtained from 480 Scopus-indexed publications (2020–2025) with the keywords "artificial intelligence AND education AND humanity." After a selection and filtering process, 17 relevant articles were obtained and analyzed using the VOSviewer tool to map the relationships between topics. The analysis results show that the topics of Artificial Intelligence and Education dominate research with high intensity, while the discussion of Humanity and Ethics is still rarely studied. Literature shows that AI has significant potential to support the achievement of the Sustainable Development Goals (SDGs), especially SDG 4 (quality education) and SDG 10 (reduced inequality), provided its implementation is grounded in ethics, empathy, and social justice. These findings emphasize that the direction of AI development in education must adopt a Human-Centered Artificial Intelligence (HAI) approach, which places humans at the center of technological control to realize sustainable, ethical, and socially just education.
Co-Authors Arifin, Arifah Novia Hasrinah Ismail Ismail Nurfadillah Salam Riakurnaini