Masa Depan Pengelolaan Kelas: Peran Kecerdasan Buatan dan Humanisme dalam Pembelajaran Interaktif

Abstract

The development of artificial intelligence (AI) has brought significant disruption in the education ecosystem, particularly in the context of classroom management and interactive learning dynamics. This study aims to analyze the convergence between AI-based technological capabilities and humanism principles in reconfiguring digital classrooms, with a focus on achieving optimal balance. Through a systematic literature study method with a qualitative approach, this study critically examines journal articles, scientific publications, and current reports published in the period 2019–2024. The research findings reveal that AI integration—through adaptive platforms, learning analytics, and intelligent classroom management systems—offers strategic advantages in content personalization, real-time formative assessment, and automation of administrative tasks, which in turn improves the efficiency of instructional processes. However, the analysis also shows that an over-the-top approach to technocratic aspects has the potential to obscure the socio-affective and ethical dimensions in education. In the assessment of the values of humanism, which in the Indonesian context is enriched with the philosophy of character education and Islamic values, is crucial. Humanism serves as a foundation for nurturing empathy, creativity, critical thinking, and authentic social-emotional interactions between educators and learners. Thus, this study concludes that the future of sustainable and effective classroom management does not lie in the dichotomy between technology and humanities, but in a synergistic integration model. This model emphasizes symbiotic collaboration where AI serves as a sophisticated technical enabler, while educators play a central role as facilitators, mentors, and guardians of human values. The proposed policy recommendations are the need to develop operational frameworks and ethical guidelines for AI integration that are aligned with the holistic national education goals, as well as improving digital and pedagogic-reflective literacy competencies for educators.