<![CDATA[Generative artificial intelligence (AI) expands access to information and instructional support while raising concerns about information accuracy, cognitive dependence, and learning autonomy. This study examines how teachers mediate AI use while strengthening students’ independent learning at SMP Negeri 4 Pekanbaru. A qualitative case study was conducted in August 2026 with five purposively selected informants: one school principal, three subject teachers, and one Grade VIII student. Data were collected through semi-structured interviews and supporting documentation and analyzed using thematic analysis. The findings reveal several interconnected patterns: AI functions as a learning assistant; teachers validate AI-generated information; structured tasks maintain students’ cognitive engagement; digital-device use is regulated according to instructional purposes; and teachers increasingly act as facilitators, mentors, validators, learning designers, and technology regulators. The study proposes a teacher-mediated AI balance in which access to AI is followed by teacher guidance, verification, independent processing, and learner accountability. This pattern offers a practical framework for integrating AI while sustaining reasoning, responsibility, and self-regulated learning in junior secondary education.]]>
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