Kecerdasan Buatan dan Disrupsi Otoritas Guru Pendidikan Agama Kristen Tinjauan Etis-Teologis terhadap Pembelajaran Berbasis Kecerdasan Buatan (AI)
Abstract
The arrival of generative artificial intelligence (AI) in Christian religious education (CRE) does not merely add a teaching device; it disrupts the teacher’s authority as the source and mediator of faith knowledge. This article aims to analyze, ethically and theologically, how this shift of authority occurs and how it ought to be addressed. Employing a critical-conceptual study of recent theological, ethical, and educational literature, the research argues that AI disruption exposes a mistaken reduction of CRE teaching to information transmission. The authority of the CRE teacher is essentially derivative, relational, formative, and incarnational, dimensions a machine cannot replace. Four ethical-theological tensions are mapped: relational dehumanization, epistemic distortion, the impossibility of algorithmic virtue formation, and digital inequality. As a way forward, the article proposes repositioning teacher authority from the sole information-giver to a steward of formation and a witness of faith, while situating AI as a subordinate instrument within a human-centered framework. Its contribution is an ethical framework for AI-based CRE that safeguards human dignity and theological integrity.
Abstrak
Kehadiran kecerdasan buatan (AI) generatif dalam ruang Pendidikan Agama Kristen (PAK) tidak sekadar menambah perangkat ajar, melainkan juga mendisrupsi otoritas guru sebagai sumber dan mediator pengetahuan iman. Artikel ini bertujuan untuk menganalisis secara etis-teologis bagaimana pergeseran otoritas tersebut terjadi dan bagaimana seharusnya meresponsnya. Menggunakan metode kajian konseptual-kritis terhadap literatur teologi, etika, dan pendidikan mutakhir, penelitian ini berargumen bahwa disrupsi AI menyingkapkan reduksi keliru terhadap pengajaran PAK menjadi sekadar transmisi informasi. Otoritas guru PAK pada hakikatnya bersifat derivatif, relasional, formatif, dan inkarnatif, dimensi yang tidak dapat digantikan oleh mesin. Empat tegangan etis-teologis dipetakan: dehumanisasi relasi, distorsi epistemik, kemustahilan pembentukan keutamaan secara algoritmik, dan ketimpangan digital. Sebagai jalan keluar, artikel mengusulkan reposisi otoritas guru dari pemberi informasi tunggal menjadi penatalayan pembentukan dan saksi iman, dengan AI ditempatkan sebagai instrumen subordinat dalam kerangka yang berpusat pada manusia. Kontribusinya ialah kerangka etika pembelajaran PAK berbasis AI yang menjaga martabat insani dan integritas teologis.
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