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All Journal Kaisa: Jurnal Pendidikan dan Pembelajaran Priviet Social Sciences Journal
Arta Mulya Budi Harsono
Lambung Mangkurat University
Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Beyond the lesson plan: Reflective practice as a catalyst for teacher professional growth Arta Mulya Budi Harsono; Fitri Nur Mahmudah; Eka Cahya Sari Putra; Abdul Rahman; Brezto Asagi Dewantara; M. Ziyan Takhqiqi Arsyad; Fitri Alfarisa
Priviet Social Sciences Journal Vol. 5 No. 11 (2025): November 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i11.698

Abstract

The rapid integration of artificial intelligence (AI) into education has shifted the paradigms of teaching and professional development. AI has been positioned not as a substitute for teachers but as a partner that relieves them from routine tasks, allowing greater focus on higher-order learning and reflective pedagogy. Professional standards and national regulations highlight the centrality of reflection and continuous professional growth as essential elements of teacher professionalism. Nevertheless, reflective practices backed by AI/technology lack empirical evidence, particularly for in-service teachers in primary and secondary education. To this end, this study employed an SLR design to investigate and synthesize how AI serves as a reflective partner in teachers’ PD. The review included 9,083 articles chosen from searches in the SpringerLink database and resulted in the selection of 26 articles using the PRISMA protocol. Thematically, these papers indicate AI’s contribution to enhanced reflective awareness, producing critical analyses of teaching practices, supporting reflection-informed decision making, prompting pedagogical innovation and experimentation, and promoting collaborative and continual professional learning. The results imply that AI supports teachers’ professional development and helps develop teacher noticing, providing data-driven feedback, speeding up personalization, and fostering professional learning communities. Instead of replacing teachers, AI should become a reflective partner to facilitate evidence-based pedagogy in a supportive educational policy system
Implementasi Program Kurassaki Terhadap Pembentukan Karakter Siswa Di Sekolah Dasar Evatriana Malanita; Ahmad Suriansyah; Arta Mulya Budi Harsono
Kaisa: Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026): Kaisa: Jurnal Pendidikan dan Pembelajaran
Publisher : IAIN Datuk Laksemana Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56633/kaisa.v6i1.1289

Abstract

The problem of waste in elementary schools indicates that students' awareness of maintaining cleanliness is still low. Therefore, the KURASSAKI Program was established to foster responsibility through systematic cleaning activities. This study aims to describe the implementation of the KURASSAKI program and identify emerging challenges and the school's role in addressing them, including their impact on student character. This study used a qualitative design with a case study method. Data sources were obtained through interviews and direct observation. The unit of analysis was the implementation of the KURASSAKI Program in schools, as explained through information from the principal as the key informant. The results showed that the implementation of KURASSAKI was carried out through the habit of bringing one's own food and drink containers, sorting waste, and maintaining classroom cleanliness. Despite several obstacles, teachers and school officials were able to find solutions, resulting in the program's effective implementation. This program has been proven to have a positive contribution to students, particularly in developing character traits of responsibility, discipline, mutual cooperation, and concern for the environment. These findings confirm that the success of the program's habituation depends not only on planning but also on the support and consistency of the entire school community.
Co-Authors Abdul Rahman Ahmad Suriansyah Brezto Asagi Dewantara Eka Cahya Sari Putra Evatriana Malanita Fitri Alfarisa Fitri Nur Mahmudah M. Ziyan Takhqiqi Arsyad