Pengaruh Kecerdasan Artifisial Terhadap Otoritas Pengetahuan Dalam Kurikulum Sekolah: Tinjauan Literatur
DOI:
https://doi.org/10.61722/jinu.v4i1.13071Keywords:
artificial intelligence; epistemic authority; curriculum; teacher role; critical literature reviewAbstract
The presence of generative artificial intelligence (AI) in learning does not merely change how students obtain information; it also shifts who is trusted as a legitimate source of knowledge in schools. This article critically reviews the literature on the influence of AI on epistemic authority in the school curriculum, particularly the changing positions of teachers, textbooks, and the official curriculum. Using a qualitative critical literature review of reputable journal articles, academic books, and policy documents published in 2026, analysed thematically, the review identifies four main findings: (1) AI becomes an additional source of knowledge that erodes the monopoly of teachers and official texts; (2) the authority of AI is problematic because of opacity, data bias, and the potential for epistemic injustice; (3) the apparent dispersal of authority is not a genuine decentralisation, since control over knowledge tends to concentrate in platform providers; and (4) the teacher's role shifts from transmitter of knowledge to epistemic guarantor who curates, verifies, and contextualises AI outputs. The article proposes a conceptual framework of curated epistemic authority as a direction for curriculum development that preserves pedagogical sovereignty in the AI era.
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