Pengembangan Kurikulum Berbasis Kecerdasan Buatan (AI): Perspektif Relasi Manusia–Teknologi Jacques Ellul dan Don Ihde
DOI:
https://doi.org/10.52436/1.jpti.1778Kata Kunci:
Ellul, Ihde, Kecerdasan Buatan, Kurikulum, Pendidikan, Relasi Manusia–TeknologiAbstrak
Transformasi digital dalam pendidikan telah menggeser peran kecerdasan buatan (AI) dari sekadar alat bantu pedagogis menjadi struktur epistemik yang turut membentuk cara pengetahuan dikonstruksi, divalidasi, dan dievaluasi. Artikel ini mengkaji relasi manusia–teknologi dalam kurikulum berbasis AI melalui dialog pemikiran Jacques Ellul dan Don Ihde. Ellul digunakan untuk membaca dominasi logika teknis (la technique) yang cenderung menghasilkan standardisasi dan reduksi pedagogis, sedangkan Ihde menawarkan kerangka postfenomenologi untuk memahami teknologi sebagai mediator relasional yang bersifat multistabil. Penelitian ini menggunakan pendekatan kualitatif melalui studi pustaka kritis dan analisis hermeneutis terhadap karya primer kedua filsuf serta literatur kontemporer mengenai AI dalam pendidikan. Hasil analisis menunjukkan bahwa kurikulum berbasis AI berpotensi menggeser pendidikan dari proses pembentukan subjek reflektif menjadi sistem optimasi performa berbasis data yang menekankan keterukuran. Namun, relasi manusia–teknologi yang bersifat mediatif juga membuka kemungkinan desain kurikulum yang lebih reflektif, kritis, dan kontekstual. Berdasarkan sintesis kedua perspektif tersebut, artikel ini menyimpulkan bahwa kurikulum berbasis AI perlu dipahami sebagai desain relasi epistemik, bukan sekadar integrasi teknologi. Oleh karena itu, pendidikan perlu mengembangkan literasi AI kritis, kesadaran mediasi teknologi, dan agensi pedagogis manusia sebagai kompetensi inti dalam menghadapi era kecerdasan buatan.
Unduhan
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