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• Dilemma of Artificial Intelligence Adoption in Educational Settings

  Fellyanus Haba Ora, Universitas Nusa Lontar Rote

  Morrison Hendrik Riwu Kore, Universitas Nusa Lontar Rote

  Jefirstson R Riwu Kore, Universitas Indo Global Mandiri

  01-03-2026

  DOI: -

  Published Online: 01-03-2026

  

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  page 14-32

  Abstract

  Introduction: The rapid integration of artificial intelligence (AI) in education presents both opportunities and challenges. AI offers personalized learning pathways, automated assessments, and enhanced accessibility, yet its unregulated adoption raises concerns regarding human cognitive dependence, academic integrity, data privacy, and ethical use. This research aims to examine the dilemmas surrounding artificial intelligence use in education by considering its implications for human intelligence, ethics, and regulation to encourage responsible AI adoption.

  Method: This study employs a qualitative literature review. The literature search was conducted on peer-reviewed journal articles, policy documents, and global survey reports published between 2021 and 2025, retrieved from reputable academic databases and institutional publications. The collected sources were analyzed using thematic and narrative analysis to identify recurring patterns related to the benefits, risks, ethical issues, and regulatory dimensions of AI adoption in education. Secondary data from global surveys, policy reports, and scholarly studies were synthesized to explore the benefits and risks of AI adoption.

  Results: Findings reveal that AI can augment human intelligence and learning efficiency, but overreliance may undermine critical thinking, creativity, and moral development. Effective integration requires AI literacy, institutional guidelines, and regulatory frameworks to ensure ethical, responsible, and equitable use.

  Conclusion: Educational stakeholders must therefore balance technological advantages with human-centered ethics and regulatory compliance to foster sustainable AI adoption.

  APA Citation Style

  Haba Ora, F. , Riwu Kore, M. H. , & Riwu Kore, J. R. (2026). Dilemma of Artificial Intelligence Adoption in Educational Settings. CITA INSIGHT: Journal of Counseling and Educational Dynamic, 14-32. https://journal.citacendekia.com/cijced/article/view/1

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• Inisiatif Berbicara pada Perspektif Bystander Bullying dalam Pendidikan

  Moch. Syihabudin Nuha, State University of Malang

  Muslihati Muslihati, State University of Malang

  Diniy Hidayatur Rahman, State University of Malang

  Erfan Nawawi, State University of Malang

  M. Khoirudin Jalil, State University of Malang

  10-04-2026

  DOI: -

  Published Online: 10-04-2026

  

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  page 48-66

  Abstract

  Pendahuluan: Bullying telah menjadi fenomena yang berjalan sistematis dan keberlangsungannya bergantung pada peran saksi atau bystander. Intervensi melalui teknik sosiodrama dianggap kurang spesifik dalam mengajarkan keterampilan perilaku baru. Sebagai alternatif, variabel inisiatif berbicara menawarkan kerangka kerja yang lebih operasional bagi saksi untuk melakukan tindakan defensif, konfrontatif dan pelaporan. Penelitian ini bertujuan untuk menelaah variabel inisiatif bicara dari aspek kerangka konseptual, teori pendukung, instrumen pengukuran hingga efektifitas studi terdahulu dalam konteks bullying. 

  Metode: Kajian ini menggunakan metode tinjauan literatur sistematis pada artikel jurnal rentang tahun 2022-2026. Pencarian literatur melalui database Google Scholar, Scopus, ScienceDirect, dan SINTA dengan menggunakan kata kunci spesifik seperti bystander, speak up initiative, student voice, speaking up.

  Hasil: Temuan menunjukkan bahwa speak up initiative merupakan manifestasi proaktif yang lebih berorientasi pada perubahan sistemik dibandingkan perilaku asertif yang cenderung reaktif. Terdapat lima instrumen utama yang diidentifikasi, yaitu SBBS, BTS, HCW-SUB, SUPS, dan PMCQ, yang mengukur dimensi keberanian moral hingga perilaku pembela. 

  Simpulan: Speak up initiative merupakan pendekatan strategis bagi remaja untuk bertransformasi dari bystander pasif menjadi upstander aktif melalui tindakan pembelaan, konfrontasi, dan pelaporan. Efektivitas inisiatif ini sangat bergantung pada dukungan lingkungan sekolah, jaminan anonimitas pelaporan, serta respons cepat otoritas untuk mengatasi norma "diam" di lingkungan pendidikan.

  APA Citation Style

  Nuha, M. S. , Muslihati, M. , Rahman, D. H. , Nawawi, E. , & Jalil, M. K. (2026). Inisiatif Berbicara pada Perspektif Bystander Bullying dalam Pendidikan. CITA INSIGHT: Journal of Counseling and Educational Dynamic, 48-66. https://journal.citacendekia.com/cijced/article/view/8

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