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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Innovation and Research in Primary Education
Susi Sugiarti
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Reconstructing Teacher Professionalism: Integrating Digital Literacy and Innovative Pedagogy in the Era of Technological Disruption Ira Rikmasari; Linda Yuliandini; Susi Sugiarti; Sofyan Iskandar
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3011

Abstract

The digital transformation of education necessitates fundamental reconstruction of teacher professionalism, requiring integration of digital literacy and innovative pedagogy as core competencies for 21st-century educators. This phenomenological qualitative study explored lived experiences of six primary school teachers from three schools in Bandung City, Indonesia, selected through purposive sampling. Data were collected through in-depth semi-structured interviews, participatory classroom observations, and document analysis over one month, then analyzed using Braun and Clarke's thematic analysis framework. Analysis revealed five interconnected themes: professional identity reconstruction in digital spaces, emotional and structural dynamics of technological adaptation, digital literacy as multidimensional metacognitive competence, innovative pedagogy as reflective transformation, and development of professional agency with continuous learning dispositions. Teachers experienced digital integration as transformative processes involving disorientation, critical reflection, and identity negotiation rather than linear skill acquisition. Significant disparities emerged between urban and semi-urban contexts, with collaborative learning communities accelerating transformation regardless of resource constraints. Findings extend Transformative Learning Theory and TPACK framework by proposing digital professional agency as an integrative construct encompassing technical-pedagogical competence, critical consciousness, reflective capacity, collaborative disposition, and contextual adaptability. Results emphasize that 21st-century teacher professionalism represents humanistic transformation positioning educators as reflective adaptive agents rather than mere technological adopters.
Epistemology of Education in the Era of Artificial Intelligence: A Philosophical Study of Science for Future Teachers Kris Nurnaningsih; Susi Sugiarti; Jenuri Jenuri
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3066

Abstract

The integration of Artificial Intelligence (AI) into formal education has fundamentally disrupted the epistemological foundations of learning by altering how knowledge is produced, validated, and authorized. Despite growing scholarship on AI in education, the philosophical dimensions of machine-generated knowledge and their implications for teacher preparation remain theoretically underexplored. This study employs philosophical inquiry supported by a systematic literature review of peer-reviewed sources published between 2014 and 2024 to examine how AI transforms educational epistemology and to develop a conceptual framework for future teachers. The analysis identifies five interrelated epistemic transformations: the emergence of algorithmic knowledge sources, the disruption of traditional validity mechanisms, the redistribution of epistemic authority, the irreducibility of human-centered competencies, and the reconstitution of teacher identity as epistemic curatorship. Together, these findings constitute the AI Educational Epistemology Framework for Future Teachers (AIEFF-FT). The study contributes theoretically by extending existing philosophical accounts of AI and education and practically by providing teacher education programs with a structured model for cultivating epistemological literacy, critical AI evaluation, and philosophical responsibility. Future empirical research is needed to validate the framework across diverse educational contexts.
Co-Authors Ira Rikmasari Jenuri Kris Nurnaningsih Linda Yuliandini Sofyan Iskandar, Sofyan