Pedagogi Abad ke-21: Analisis integrasi teori belajar, teknologi, dan kecerdasan buatan untuk desain pembelajaran efektif
Abstract
Penelitian ini bertujuan untuk mengidentifikasi evolusi teori belajar, tren integrasi pedagogi-teknologi, dan implikasinya terhadap desain instruksional di era digital. Metode yang digunakan adalah tinjauan pustaka naratif kualitatif dengan sintesis tematik terhadap sepuluh artikel ilmiah yang diterbitkan antara tahun 2020 hingga 2024. Hasil penelitian menunjukkan bahwa integrasi teknologi yang selaras dengan pendekatan pedagogis mampu meningkatkan keterlibatan siswa, retensi pengetahuan, dan keterampilan berpikir kritis. Temuan utama mengungkapkan peran kecerdasan buatan dalam pembelajaran adaptif yang memungkinkan personalisasi pengalaman belajar secara lebih efektif, serta perkembangan teori baru seperti Teori Belajar Kognitif-Afektif-Sosial dalam Lingkungan Digital. Selain itu, terdapat kemajuan Teori Beban Kognitif melalui dukungan ilmu saraf dan kecerdasan buatan. Disimpulkan bahwa sinergi antara teori belajar dan teknologi pendidikan sangat penting untuk merancang sistem pembelajaran yang adaptif, relevan, dan efektif. Hasil ini menegaskan bahwa inovasi pedagogis harus tetap berpijak pada landasan teoretis yang kuat untuk mengoptimalkan transformasi pendidikan global.
Kata Kunci: teori belajar; teknologi pendidikan; desain instruksional; pembelajaran digital; keterlibatan siswa
21st-Century pedagogy: An analysis of the integration of learning theory, technology, and artificial intelligence for effective instructional design
Abstract : This study aims to identify the evolution of learning theories, trends in pedagogy-technology integration, and their implications for instructional design in the digital era. Using a qualitative narrative literature review with thematic synthesis, this study analyzed ten scientific articles published between 2020 and 2024. The results reveal that technology integration aligned with pedagogical approaches improves student engagement, knowledge retention, and critical thinking skills. Key findings highlight that artificial intelligence in adaptive learning enables more effective personalization of learning experiences, alongside theoretical developments such as the Cognitive-Affective-Social Theory of Learning in Digital Environments and the advancement of Cognitive Load Theory through neuroscience. In conclusion, synergy between learning theories and educational technology is essential for designing adaptive, relevant, and effective learning systems. This study emphasizes that pedagogical innovation must be grounded in robust theoretical frameworks to optimize the rapid transformation of the global educational landscape.
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