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All Journal Archipel: Journal of Indonesian Interdisciplinary Studies
Mufid Mufid
Universitas PGRI Sumatera Barat
Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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The Role of Teachers as Facilitators of Critical Learning: A Literature Review of Reflective Pedagogy Approaches in the 21st Century Mufid Mufid
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 1 No. 3 (2025): Archipel - November
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v1i3.22

Abstract

This study aims to analyze the role of teachers as facilitators in critical learning through a literature review on reflective pedagogy in the 21st century. A qualitative approach based on iterative studies was used to examine various empirical and conceptual findings relevant to modern pedagogical transformation. The results of the study indicate that teachers play a key role in guiding students towards critical thinking skills through structured, dialogic, and analytical learning strategies. Reflective pedagogy has been proven effective in increasing metacognitive awareness, evaluative skills, and a more systematic conceptual understanding. Previous studies have confirmed that reflective activities, directed discussions, and problem analysis are the most consistent approaches to supporting the development of critical thinking skills. In addition, teacher professional competence significantly influences the successful implementation of reflective pedagogy, especially in the aspects of managing learning interactions and developing evidence-based activities. This study also found that increasing teacher capacity and institutional support are important factors in strengthening critical learning practices. The literature synthesis provides a comprehensive overview of strategies that can be implemented to create a learning process that is more adaptive, collaborative, and relevant to the demands of the 21st century. This research provides a conceptual contribution to the development of reflective pedagogy and improving the quality of teachers' roles.
Integration of Artificial Intelligence in the Learning Process: Its Impact on Students' Learning Independence and Critical Thinking Mufid Mufid
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 1 No. 4 (2025): Archipel - December
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v1i4.26

Abstract

This study examines the integration of artificial intelligence (AI) into the learning process and its impact on students' independent learning and critical thinking skills through a qualitative literature review approach. The study identifies that the use of AI in education offers significant opportunities for personalized learning, adaptive feedback, and support for the development of students' cognitive skills aligned with the demands of 21st-century skills. The literature shows that AI encourages students to manage their learning process more autonomously, but on the other hand, excessive reliance on AI systems can hinder independent initiative and reflective reasoning processes. The study also found that the use of AI features needs to be combined with pedagogical strategies that encourage active student engagement to maximize critical thinking skills. Recent literature findings underscore the importance of educators' role in guiding and guiding the use of technology so that AI integration not only facilitates content access but also strengthens the development of higher-level cognitive competencies. The study's conclusions confirm that AI integration can enrich students' learning experiences when implemented consciously, purposefully, and based on a strong learning design and relevant pedagogical framework.
The Construction of Public Trust in AI-Based Information in Digital Media: An Analysis of Audience Perception and Communication Literacy Mufid Mufid
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 1 No. 4 (2025): Archipel - December
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v1i4.27

Abstract

This study examines the construction of public trust in artificial intelligence (AI)-based information in digital media through a qualitative approach in the form of a literature review. The study focuses on three main aspects: the mechanism of public trust formation in AI content, the role of audience communication literacy in interpreting and assessing message credibility, and the impact of trust-literacy interactions on the dynamics of contemporary digital communication. Literature findings indicate that audience perceptions of the credibility of AI information are influenced by technological factors, previous media experience, and communication literacy levels, which collectively form a dynamic and heterogeneous trust structure. Communication literacy has been shown to be an important mediator in strengthening audiences' ability to evaluate and verify information, thereby reducing vulnerability to misinformation. The implications of this study emphasize that strengthening communication literacy and transparency in the use of AI by the media are prerequisites for the formation of rational and sustainable trust. The study's conclusions provide conceptual contributions to the development of ethical digital communication strategies and audience capacity building in the AI ​​era.
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