Role Paradox of PPKn Teachers in the AI Era: From Instructor to Ethical Guardian
Abstract
The integration of generative artificial intelligence (AI), particularly ChatGPT and Google Gemini, into Civic and Pancasila Education (Pendidikan Pancasila dan Kewarganegaraan/PPKn) has introduced fundamental shifts in pedagogical practice. While these technologies offer opportunities for more adaptive and personalized learning, they simultaneously risk undermining teachers' epistemic authority and displacing the internalization of Pancasila values that form the ethical core of students' character formation. This study examines the paradox of PPKn teachers' roles amid the proliferation of instant AI tools, analyzes their transition toward ethical guardianship, and proposes pedagogical implications as a pre-policy baseline study. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed, involving in-depth interviews with 13 PPKn teachers from the Subject Teacher Forum (MGMP) in Bantul Regency (November 2025–February 2026), supported by classroom observations and document analysis. The findings reveal three interrelated crises: (1) a facilitation paradox, in which the demands of student-centered learning paradoxically compel teachers to adopt defensive strategies including strict digital device monitoring and time-pressured assessments; (2) an epistemic authority crisis, characterized by students' increasing trust in AI-generated responses over teachers' contextual and normative explanations; and (3) the erosion of Pancasila values, encompassing declining empathy and human interaction (Second Principle), weakening deliberative practices (Fourth Principle), and reduced academic integrity (Fifth Principle), as reflected in instant plagiarism and cognitive passivity. In response, this study advances the concept of Guardian Pedagogy as a reconceptualization of the teacher's role in safeguarding students' epistemic, relational, and ethical foundations in the digital age.
References
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Zeb, A., Ullah, R., & Karim, R. (2024). Exploring the role of ChatGPT in higher education: opportunities, challenges and ethical considerations. The International Journal of Information and Learning Technology, 41(1), 99–111. https://doi.org/10.1108/IJILT-04-2023-0046
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
DeJaeghere, J., Morrow, V., Richardson, D., Schowengerdt, B., Hinton, R., & Boudet, A. M. M. (2020). Guidance Note on Qualitative Research in Education: Considerations for Best Practice. Department for International Development (DFID).
Destia, J. S., Mulyana, D., & Cahyono, C. (2024). Pengaruh Media Pembelajaran Artificial Intelligence Chat GPT Dalam Meningkatkan Motivasi Belajar Peserta Didik Pada Mata Pelajaran Pendidikan Pancasila (Quasi Eksperimen di Kelas XII SMAN 1 Cicalengka). Jurnal Multidisiplin West Science, 3(09), 1407–1416. https://doi.org/10.58812/jmws.v3i09.1580
Fajri, I., Budimansyah, D., & Komalasari, K. (2022). Digital Citizenship In Civic Education Learning: A Systematic Literature Review. Jurnal Ilmiah Peuradeun, 10(3), 833–854. https://doi.org/10.26811/peuradeun.v10i3.755
Gravett, K., Winstone, N., & Balloo, K. (2026). Relational pedagogies in an age of GenAI: a critical conversation. Teaching in Higher Education, 1–8. https://doi.org/10.1080/13562517.2026.2643828
Guest, G., Bunce, A., & Johnson, L. (2006). How Many Interviews Are Enough? Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
Haetami, H. (2025). AI-Driven Educational Transformation in Indonesia: From Learning Personalization to Institutional Management. AL-ISHLAH: Jurnal Pendidikan, 17(2), 1819–1832. https://doi.org/10.35445/alishlah.v17i2.7448
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Iqbal Baihaqi, M., Fitriawati, N., Sukmasakti Suwarno Putri, I., Karmila, Y., & Munaziroh, S. (2024). Artificial Intelligence in Civic Education Finding a Balance between Technology and Teacher Roles. Advances Educational Innovation, 1(1), 01–06. https://doi.org/10.69725/aei.v1i1.81
Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893–899. https://doi.org/10.1080/00131857.2018.1454000
Kemendikdasmen. (2026). Kemendikdasmen Dukung SKB Tujuh Menteri tentang Pemanfaatan Teknologi Digital dan Kecerdasan Artifisial di Dunia Pendidikan.
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18–33. https://doi.org/10.1016/j.compedu.2016.10.001
Krämer, W. (2014). Thinking, Fast and Slow. Statistical Papers, 55(3), 915–915. https://doi.org/10.1007/s00362-013-0533-y
Lazuardy, D., Sukmana, A., & Japar, M. (2025). Inovasi Pembelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) Untuk Menghadapi Tantangan Era Digital. PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta, 37(1), 35–45. https://doi.org/10.21009/parameter.371.03
Leenknecht, M. J. M., Snijders, I., Wijnia, L., Rikers, R. M. J. P., & Loyens, S. M. M. (2023). Building relationships in higher education to support students’ motivation. Teaching in Higher Education, 28(3), 632–653. https://doi.org/10.1080/13562517.2020.1839748
Meylani, R. (2024). Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature. Journal of Computer and Education Research, 12(24), 600–637. https://doi.org/10.18009/jcer.1477709
Mutiah, D., & Ramadhani, S. P. (2024). Teacher Resilience During the Covid-19 Pandemic. Jurnal Psikologi, 20(2), 179. https://doi.org/10.24014/jp.v20i2.25079
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077
Niloy, A. C., Hafiz, R., Hossain, B. M., Gulmeher, F., Sultana, N., Islam, K. F., Bushra, F., Islam, S., Hoque, S. I., Rahman, M., & Kabir, S. (2024). AI chatbots: A disguised enemy for academic integrity? International Journal of Educational Research Open, 7, 100396. https://doi.org/10.1016/j.ijedro.2024.100396
Odgers, C. L., & Jensen, M. R. (2020). Annual Research Review: Adolescent mental health in the digital age: facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61(3), 336–348. https://doi.org/10.1111/jcpp.13190
Permana, I. K. A., Yasa, I. K. A. S., Saputra, I. K. A. D., & Sudwika, I. P. R. (2023). Citizenship in the Digital Age: Implications and Challenges. Journal of Digital Law and Policy, 3(1), 52–62. https://doi.org/10.58982/jdlp.v3i1.510
Rahma, I. D., Rahmadania, R., Ningrum, T. R. S., Edwar, Y., Oktara, Y. R., Hidayat, T., & Rifa’i, R. (2025). Transformasi Peran Guru Di Era Kecerdasan Buatan: Dari Pengajar Menjadi Fasilitator Digital. RIGGS: Journal of Artificial Intelligence and Digital Business, 4(2), 6198–6203. https://doi.org/10.31004/riggs.v4i2.1566
Romele, A., & Rodighiero, D. (2020). Digital Habitus or Personalization without Personality. Humana.Mente Journal of Philosophical Studies, 13(37), 98–126.
Sarkawi, D., Oktaviani, A., & Priadi, A. (2025). Integration of Pancasila Values and Character Building in the Utilization of Artificial Intelligence for the Formation of Digital Citizens with Character in the Education Environment. Journal of Basic and Applied Research International, 31(4), 1–11. https://doi.org/10.56557/jobari/2025/v31i49365
Shank, D. B. (2020). What is Digital Sociology? Contemporary Sociology: A Journal of Reviews, 49(2), 204–205. https://doi.org/10.1177/0094306120902418mm
Sheikh, S., Stolberg, A., & Gilmour, A. F. (2025). Investigating Advanced School Surveillance Practices and Disproportionality: A Systematic Review. Urban Education, 60(9), 2438–2477. https://doi.org/10.1177/00420859241279446
Song, C., Hu, Y., Chen, F., Lenz, S., Li, J., Feng, Y., Zeng, X., & Wu, M. (2026). When Algorithms Become Sacred: A Cognitive-Psychological Model of Trust, Authority, and Meaning in AI Interaction. Journal of Social Cognition and Communication, 1(1), 22–31. https://doi.org/10.63802/jscc.V1.I1.291
Storm, B. C., Stone, S. M., & Benjamin, A. S. (2017). Using the Internet to access information inflates future use of the Internet to access other information. Memory, 25(6), 717–723. https://doi.org/10.1080/09658211.2016.1210171
Supriadi, S., Zulfaidah, A., Nasir, M., & Dhayinta, S. T. (2025). Pengaruh Media Pembelajaran Berbasis Kecerdasan Buatan Terhadap Keterampilan Berpikir Kritis dan Hasil Belajar PPKn Siswa di SMA. PEMA, 5(2), 684–690. https://doi.org/10.56832/pema.v5i2.1253
Tan, X., Cheng, G., & Ling, M. H. (2025). Artificial intelligence in teaching and teacher professional development: A systematic review. Computers and Education: Artificial Intelligence, 8, 100355. https://doi.org/10.1016/j.caeai.2024.100355
Thelma, C. C., Sain, Z. H., Shogbesan, Y. O., Phiri, E. V., & Akpan, W. M. (2024). Ethical Implications of AI and Machine Learning in Education: A Systematic Analysis. International Journal of Instructional Technology, 3(1), 1–13. https://doi.org/10.33650/ijit.v3i1.9364
Tindall, L. (2009). J.A. Smith, P. Flower and M. Larkin (2009), Interpretative Phenomenological Analysis: Theory, Method and Research. Qualitative Research in Psychology, 6(4), 346–347. https://doi.org/10.1080/14780880903340091
Tripathi, T., Sharma, S. R., Singh, V., Bhargava, P., & Raj, C. (2025). Teaching and learning with AI: a qualitative study on K-12 teachers’ use and engagement with artificial intelligence. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1651217
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024). Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 252, 124167. https://doi.org/10.1016/j.eswa.2024.124167
Williamson, B. (2021). Making markets through digital platforms: Pearson, edu-business, and the (e)valuation of higher education. Critical Studies in Education, 62(1), 50–66. https://doi.org/10.1080/17508487.2020.1737556
Zeb, A., Ullah, R., & Karim, R. (2024). Exploring the role of ChatGPT in higher education: opportunities, challenges and ethical considerations. The International Journal of Information and Learning Technology, 41(1), 99–111. https://doi.org/10.1108/IJILT-04-2023-0046
Authors
Marzuqi, Y., Sukmayadi, T., Triwahyuningsih, T., Gabinete, S. G., & Islahuddin, I. (2026). Role Paradox of PPKn Teachers in the AI Era: From Instructor to Ethical Guardian. At- Ta’lim : Jurnal Pendidikan, 12(2), 211–222. https://doi.org/10.55210/attalim.v12i2.2493
Copyright (c) 2026 Yasir Marzuqi, Trisna Sukmayadi, Triwahyuningsih Triwahyuningsih, Sunny G. Gabinete, Islahuddin Islahuddin
This work is licensed under a Creative Commons Attribution 4.0 International License.