Kritik Pedagogi:
Dekonstruksi Pembelajaran Aktif Dalam Kurikulum Merdeka Melalui Integrasi Ai-Augmented Multimodal
DOI:
https://doi.org/10.37216/tadibjurnalpendidikanislamdanisu-isusosial.v24i1.3201Keywords:
AI-Augmented Multimodal; Active Learning; Kurikulum Merdeka; Digital Literacy; AAMAL FrameworkAbstract
This article conducts a critical review of active learning implementation in Indonesian senior high schools within the Kurikulum Merdeka framework. While policy encourages student participation, classroom reality often falls into “phyisical activity” without cognitive depth (pseudo-active learning). By reviewing 15 qualified scientific articles (Sinta 1-4), this study identifies methodological and epistemological gaps in current educational practices. As a solution, this research proposes a new conceptual framework: AI-Augmented Multimodal Active Learning (AAMAL). This framework positions Artificial Intelligence (AI) not merely as a tool, but as a pedagogical partner to achieve multimodal freedom for both students and teachers. The findings indicate that the integration of AI and multimodality can enhance deep cognitive engagement and learning effectiveness in secondary education, supported by national infrastructure.
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