Reflective Integrity Cycle: Rekonstruksi Integritas Guru Pendidikan Agama Kristen dalam Menghadapi Disrupsi Generative Artificial Intelligence

Danny Yonathan; Wisnu Prabowo

doi:10.33541/shanan.v10i2.8599

Authors

Danny Yonathan Sekolah Tinggi Teologi Berita Hidup
Wisnu Prabowo Sekolah Tinggi Teologi El-Shadday Surakarta

DOI:

https://doi.org/10.33541/shanan.v10i2.8599

Keywords:

Generative Artificial Intelligence, Guru Pendidikan Agama Kristen, Integritas, Reflective Integrity Cycle

Abstract

Perkembangan Generative Artificial Intelligence (GenAI) menghadirkan peluang inovasi sekaligus persoalan integritas bagi guru Pendidikan Agama Kristen (PAK), terutama dalam mempertanggungjawabkan keputusan pedagogis dan orientasi pembentukan iman. Penelitian ini bertujuan mengembangkan Reflective Integrity Cycle (RIC) sebagai model konseptual untuk merekonstruksi integritas guru PAK melalui library research dengan pendekatan teologi konstruktif. Analisis dilakukan melalui pembacaan kritis dan sintesis konseptual terhadap literatur ilmiah, karya teologi, serta dokumen etika AI yang relevan. Hasil konstruksi konseptual berupa model lima tahap yang menghubungkan theological awareness (kesadaran teologis), critical discernment (penilaian kritis terhadap keluaran AI), ethical-pedagogical decision (pengambilan keputusan etis-pedagogis), authentic implementation (pelaksanaan keputusan secara bertanggung jawab), dan reflective renewal (evaluasi dan pembaruan reflektif). Secara teoretis, RIC memosisikan integritas guru bukan semata-mata sebagai karakter moral yang statis, melainkan sebagai proses pertanggungjawaban profesional yang menghubungkan orientasi teologis, penilaian kritis, keputusan pedagogis, tindakan, dan refleksi berkelanjutan. Kontribusi konseptual model ini terletak pada integrasi dimensi teologis, etis, dan pedagogis untuk menempatkan penggunaan GenAI di bawah pertimbangan dan tanggung jawab guru serta orientasi pembentukan iman dan karakter Kristiani. RIC masih berupa konstruksi konseptual yang belum divalidasi atau diuji secara empiris sehingga kelima tahapnya belum dapat diperlakukan sebagai indikator terukur maupun sebagai bukti efektivitas pembelajaran.

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