Dari Alat Teknis ke Mitra Belajar: Studi Literatur tentang Transformasi Peran Artificial Intelligence dalam Pembelajaran di Kelas

Muhammad Gibran Alif Prasetya

doi:10.31004/riggs.v5i2.8702

Authors

Muhammad Gibran Alif Prasetya Universitas Negeri Semarang

DOI:

https://doi.org/10.31004/riggs.v5i2.8702

Keywords:

Artificial Intelegence, Mitra Belajar, Transformasi Pendidikan, Generative AI

Abstract

Integrasi Kecerdasan Buatan (AI) dalam pendidikan telah mengalami pergeseran paradigma yang signifikan seiring pesatnya inovasi teknologi mutakhir. Penelitian Systematic Literature Review (SLR) ini bertujuan untuk memetakan dan menganalisis secara kritis evolusi peran AI, dari sekadar alat otomasi administratif menjadi mitra belajar kognitif dalam ekosistem pembelajaran di kelas. Penelitian ini menerapkan metode tinjauan literatur sistematis dengan pendekatan deskriptif-kualitatif. Sumber data difokuskan pada penelusuran 12 artikel jurnal internasional bereputasi yang terindeks Scopus, diterbitkan pada rentang tahun 2020 hingga 2025. Kriteria inklusi secara ketat mencakup studi empiris maupun konseptual yang mengeksplorasi interaksi pedagogis human-AI dan adopsi AI di ruang kelas. Melalui teknik analisis tematik, hasil sintesis menunjukkan adanya lintasan transformasi peran AI yang berjenjang. Pada mulanya, AI difungsikan secara terbatas sebagai alat bantu teknis untuk otomasi tugas administratif dan sistem asesmen objektif. Seiring waktu, fungsi tersebut berkembang menjadikan AI sebagai asisten pengajaran dan tutor cerdas yang adaptif. Pada perkembangannya saat ini, kemunculan model AI generatif telah mentransformasi AI menjadi mitra belajar kolaboratif. Dalam kapasitas ini, AI proaktif mendukung personalisasi pembelajaran secara mendalam, memfasilitasi dialog diskursif tingkat tinggi, serta memberikan scaffolding yang dinamis guna membangun kemandirian peserta didik. Sebagai simpulan, AI tidak lagi bertindak sebagai instrumen pasif, melainkan telah berevolusi menjadi agen pedagogis interaktif. Tinjauan ini memberikan implikasi bahwa pendidik dituntut untuk mengkalibrasi ulang strategi instruksional guna memaksimalkan potensi AI sebagai kolaborator esensial yang bermakna.

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