Kolaborasi Guru dan AI (<i>Artificial Intelligence</i>): Menemukan Kembali Kemanusiaan dalam Pembelajaran Bermakna

Abstract

The advancement of Artificial Intelligence (AI) has profoundly transformed educational practices worldwide. Teachers are no longer solely knowledge transmitters but have become partners to intelligent learning systems capable of analysing data, assessing performance, and personalising learning experiences. This transformation requires a renewed understanding of teachers’ roles and responsibilities amid the increasingly complex integration of technology in education. This study aims to conceptually analyse the relationship between teachers and AI within the framework of human–machine collaboration to achieve meaningful learning. A qualitative approach with a library research method was employed. The analysis involved 30 peer-reviewed sources, analysed using inclusion–exclusion criteria, to synthesise four interconnected layers of collaboration: humanistic education as the normative foundation, reflective teachers as mediators of pedagogical decisions, meaningful learning as the intended learning outcome, and AI as an augmentative tool supporting instructional adaptation and analytic insight. These structural layers are further enriched by four theoretical dimensions—ethical, affective, cognitive, and reflective—which collectively illuminate how teacher agency and technological affordances interact. The resulting model demonstrates that AI can effectively enhance learning only when guided by reflective teacher judgment and anchored in humanistic values. The model is adaptable across primary to secondary education, with varying levels of complexity. This study offers theoretical insights into value-centred AI integration while acknowledging its limitations as a literature-based analysis. Future research is recommended to empirically validate the model across subjects and learning contexts.