KECERDASAN BUATAN SEBAGAI MITRA REFLEKTIF: PEMBERDAYAAN GURU DALAM PEDAGOGI DEEP LEARNING
DOI:
https://doi.org/10.51878/cendekia.v6i4.13390Keywords:
Kecerdasan Buatan, Pedagogi Deep Learning, Reflective Partner, Systematic Literature Review, Pengembangan Profesional GuruAbstract
The rapid advancement of Artificial Intelligence (AI), particularly Generative AI, has transformed educational practices while simultaneously raising challenges in maintaining teachers' professional roles within deep learning pedagogy. Previous studies have predominantly framed AI as a tool to improve instructional efficiency. In contrast, comprehensive evidence of its role as a reflective partner in supporting teachers' pedagogical decision-making remains limited. This study aims to synthesize empirical evidence on the role of AI as a reflective partner in empowering teachers within deep learning pedagogy and to develop a conceptual model explaining the interrelationships among its pedagogical dimensions. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was retrieved from Scopus, SpringerLink, and Google Scholar databases, complemented by backward snowballing. Of the 9,083 records initially identified, 21 studies met the inclusion criteria and were analyzed using thematic synthesis. The findings identified five interrelated dimensions of AI as a reflective partner: supporting instructional design, orchestrating learning processes, enhancing assessment practices, facilitating teachers' reflective practice, and promoting ethical and contextual AI integration. Based on these findings, this study proposes a Conceptual Model of AI as a Reflective Partner in Deep Learning Pedagogy, which positions AI as a facilitator of evidence-informed pedagogical decision-making rather than a replacement for teachers' professional judgment. The study contributes to the growing body of knowledge on AI in education by advancing the perspective of human–AI pedagogical partnership and offers practical implications for teacher professional development, educational policy, and the ethical implementation of AI to support meaningful, reflective, and learner-centered education.
ABSTRAK
Perkembangan kecerdasan buatan (Artificial Intelligence/AI), khususnya AI generatif, telah mendorong transformasi praktik pembelajaran sekaligus menghadirkan tantangan dalam mempertahankan peran profesional guru dalam implementasi pedagogi deep learning. Sebagian besar kajian terdahulu masih memosisikan AI sebagai alat untuk meningkatkan efisiensi pembelajaran, sementara sintesis yang mengintegrasikan peran AI sebagai mitra reflektif secara utuh dalam seluruh siklus pedagogi deep learning, mulai dari perancangan, orkestrasi, asesmen, hingga refleksi profesional, serta merumuskannya ke dalam model konseptual yang komprehensif masih sangat terbatas. Penelitian ini bertujuan untuk menyintesis bukti ilmiah mengenai peran AI sebagai mitra reflektif dalam pemberdayaan guru pada pedagogi deep learning serta mengembangkan model konseptual yang menjelaskan hubungan antardimensi peran tersebut. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA 2020. Penelusuran literatur dilakukan pada basis data Scopus, SpringerLink, dan Google Scholar, serta dilengkapi dengan teknik snowballing. Dari 9.083 artikel yang teridentifikasi, sebanyak 21 artikel memenuhi kriteria inklusi dan dianalisis melalui sintesis tematik. Hasil penelitian menunjukkan lima dimensi utama peran AI sebagai mitra reflektif, yaitu mendukung perancangan pembelajaran, mengorkestrasi proses pembelajaran, memperkuat asesmen pembelajaran, memfasilitasi refleksi profesional guru, serta mendukung integrasi AI yang etis dan kontekstual. Sintesis menghasilkan model konseptual AI sebagai mitra reflektif dalam pedagogi deep learning yang menempatkan AI sebagai pendukung pengambilan keputusan pedagogis berbasis bukti tanpa menggantikan peran profesional guru. Penelitian ini memperkaya kajian mengenai integrasi AI dalam pendidikan melalui perspektif human–AI pedagogical partnership serta memberikan implikasi bagi pengembangan kompetensi guru, kebijakan pendidikan, dan implementasi AI yang etis, reflektif, serta berpusat pada peserta didik.
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