Relevansi Standar Kompetensi Guru Pendidikan Agama Kristen di Tengah Disrupsi Artificial Intelligence

Viktor Deni Siregar; Efvi Noyita; Desy Tambunan; Sadarmauli Purba; Antasari Simamora

doi:10.55606/jsr.v4i3.4571

Authors

Viktor Deni Siregar Institut Agama Kristen REAL Batam
Efvi Noyita Institut Agama Kristen REAL Batam
Desy Tambunan Institut Agama Kristen REAL Batam
Sadarmauli Purba Institut Agama Kristen REAL Batam
Antasari Simamora Institut Agama Kristen REAL Batam

DOI:

https://doi.org/10.55606/jsr.v4i3.4571

Keywords:

AI Ethics, Artificial Intelligence, Christian Religious Education, Digital Pedagogy, Teacher Competency

Abstract

The development of Artificial Intelligence (AI), particularly generative AI, has transformed how knowledge is produced, accessed, verified, and used in education. This study aims to analyze the relevance of Christian Religious Education (PAK) teacher competency standards amid AI disruption and formulate the competency extensions required to support pedagogical, professional, ethical, relational, and spiritual functions. The study employed a qualitative approach using an integrative literature review. Data sources included journal articles, scientific proceedings, and policy documents, primarily published within the last ten years, focusing on teacher competency, AI literacy, AI pedagogy, AI ethics, Christian education, and digital transformation. Data were analyzed through thematic reduction, conceptual comparison, synthesis, and competency reconstruction. The findings show that pedagogical, professional, personality, and social competencies remain relevant but require contextual expansion. Pedagogical competency needs to integrate human-centered AI pedagogy; professional competency requires AI and data literacy, verification skills, and instructional design; personality competency includes digital integrity and ethical judgment; and social competency encompasses digital communication and human-AI collaboration. PAK teachers also require integrative competency connecting AI literacy with theological discernment and faith formation. The study proposes an adaptive, ethical, human-centered, and theologically grounded extension of PAK teacher competency standards.

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