KECERDASAN BUATAN (AI) DALAM PENDIDIKAN: TINJAUAN LITERATUR SISTEMATIS TENTANG PELUANG, MASALAH ETIKA, DAN IMPLIKASI PEDAGOGIS
DOI:
https://doi.org/10.24260/jpkk.v4i3.5052Keywords:
Artificial Intelligence Dalam Pendidikan, Isu Etika, Implikasi Pedagogis, Analitik Pembelajaran, Tinjauan SistematisAbstract
Integrasi cepat Artificial Intelligence (AI) dalam pendidikan menghadirkan peluang sekaligus tantangan yang menuntut kajian kritis terkait nilai pedagogis, implikasi etis, dan transformasinya. Studi ini menggunakan metode Systematic Literature Review (SLR) dengan kerangka PRISMA untuk menganalisis 15 artikel terindeks Scopus yang diterbitkan pada periode 2020–2025 dan diperoleh secara sistematis dari berbagai basis data akademik utama. Hasil studi mengidentifikasi tiga tema utama. Pertama, AI menawarkan peluang pedagogis yang signifikan melalui pembelajaran adaptif, umpan balik personal, dan otomatisasi asesmen yang secara kolektif meningkatkan keterlibatan mahasiswa serta mendukung praktik mengajar berbasis data. Kedua, literatur menyoroti tantangan etis berupa privasi data, bias algoritmik, dan kurangnya transparansi dalam pengambilan keputusan otomatis, sehingga menegaskan urgensi pembentukan kerangka etika dan regulasi yang kuat. Ketiga, implikasi pedagogis integrasi AI menuntut pengembangan literasi AI pada pendidik, perancangan ulang strategi pembelajaran, dan kesadaran kritis terhadap peran teknologi dalam membentuk praktik pendidikan. Sebagai respons atas fenomena tersebut, studi ini menegaskan perlunya model tata kelola AI dalam pendidikan yang berpusat pada manusia (human-centered governance model) dengan menempatkan nilai-nilai pedagogis, keadilan, dan otonomi guru sebagai fondasi utama. Implementasi model ini mencakup tiga strategi: (1) integrasi literasi etika-AI dalam kurikulum pendidikan guru agar mereka mampu menilai dan memandu penggunaan teknologi secara kritis; (2) kolaborasi lintas disiplin antara pendidik, pengembang teknologi, dan pembuat kebijakan untuk merumuskan panduan etik yang kontekstual; serta (3) penguatan riset empiris berbasis lokal untuk memastikan penerapan AI selaras dengan kebutuhan sosial, budaya, dan pendidikan di tingkat akar rumput. Dengan pendekatan ini, AI tidak hanya dipahami sebagai inovasi teknologi, melainkan juga sebagai instrumen reflektif untuk merumuskan ulang pedagogi, etika, dan tata kelola ekosistem pembelajaran digital yang berkeadilan dan berkelanjutan.
The rapid integration of Artificial Intelligence (AI) into education presents both opportunities and challenges that demand critical examination of its pedagogical values, ethical implications, and transformative impact. This study employs a Systematic Literature Review (SLR) using the PRISMA framework to analyze fifteen Scopus-indexed articles published between 2020 and 2025, systematically retrieved from major academic databases. The findings identify three major themes. First, AI offers substantial pedagogical opportunities through adaptive learning, personalized feedback, and automated assessment, collectively enhancing student engagement and supporting data-driven teaching practices. Second, the literature highlights ethical challenges such as data privacy, algorithmic bias, and the lack of transparency in automated decision-making, emphasizing the urgency of establishing robust ethical frameworks and governance mechanisms. Third, the pedagogical implications of AI integration call for the development of AI literacy among educators, the redesign of learning strategies, and critical awareness of technology’s role in shaping educational practice. In response to these issues, this study argues for the establishment of a human-centered AI governance model in education, grounded in pedagogical values, equity, and teacher autonomy. The proposed solution involves three interrelated strategies: (1) integrating ethical-AI literacy into teacher education curricula to foster critical and responsible use of technology; (2) promoting cross-disciplinary collaboration among educators, technologists, and policymakers to develop contextually grounded ethical guidelines; and (3) strengthening empirical, locally grounded research to ensure AI implementation aligns with socio-cultural and educational realities. Through this framework, AI is not merely viewed as a technological innovation, but as a reflective instrument to reframe pedagogy, ethics, and governance toward a more just and sustainable digital learning ecosystem.
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