Pedagogic Adaptation of Teachers in Utilizing Artificial Intelligence as a Learning Partner at Senior High School

Abstract

The development of artificial intelligence technology or Artificial Intelligence (AI) as a learning partner holds great potential in changing the modern educational landscape. However, the existing literature so far tends to focus on the technical functional aspect alone, leaving a significant research gap related to the absence of in-depth studies on the subjective dimension, inner struggle, and the essence of educators' awareness in operating the technology in real classrooms. This research is designed to explore the structure of pure teacher consciousness when integrating AI as a collaborative partner at SMAS Budisatrya Medan. By applying a qualitative method based on Edmund Husserl's transcendental phenomenological analysis knife, data collection was carried out through non-participant observation, documentation studies, and in-depth interviews with ten teachers as key informants. The findings of this research that dissect the correlation between noema and noesis show that the use of AI presents a new reality in the form of ease of exploration of learning models, acceleration of search for specific materials, and the realization of an interactive digital classroom ecosystem. Essentially, this study concludes that AI is positioned as a collaboration partner that streamlines instructional tasks without reducing the professional authority of educators. The contribution of these findings enriches the theoretical discourse on the importance of integrating digital technology that remains centered on the autonomy and professionalism of teachers.