Analysis of the Use of Artificial Intelligence and Its Impact on the Character and Cultural Identity of Junior High School Students at Homeschooling Smart Makassar

Ahmad Farid Kadir; Rina Rina; Astri Astri; Haslinda Firman; Dewi Amanda; Muslin  Muslin; Ermi Sola

doi:10.55885/jerp.v6i2.1160

Authors

Ahmad Farid Kadir Postgraduate, Universitas Islam Negeri Alauddin, Makassar
Rina Postgraduate, Universitas Islam Negeri Alauddin, Makassar
Astri Postgraduate, Universitas Islam Negeri Alauddin, Makassar
Haslinda Firman Postgraduate, Universitas Islam Negeri Alauddin, Makassar
Dewi Amanda Postgraduate, Universitas Islam Negeri Alauddin, Makassar
Muslin Postgraduate, Universitas Islam Negeri Alauddin, Makassar
Ermi Sola Postgraduate, Universitas Islam Negeri Alauddin, Makassar

DOI:

https://doi.org/10.55885/jerp.v6i2.1160

Keywords:

Artificial Intelligence, Instructional Media, Character Education, Cultural Identity, Homeschooling, Teacher Mediation

Abstract

This study analyzes teachers' strategies for using Artificial Intelligence (AI) as an instructional medium and its implications for the character development and cultural identity of junior secondary (SMP) students in a homeschooling setting. Unlike prior studies focusing on students' direct use of AI, this study positions the teacher as the pedagogical agent mediating AI use. A qualitative single case study, grounded in an interpretive/constructivist paradigm, was conducted at Homeschooling Smart Makassar, involving three teachers as primary informants and three students and three parents as supporting informants for triangulation. Data were analyzed through data condensation, display, and conclusion drawing, with trustworthiness maintained via triangulation, member checking, and peer debriefing. Findings show that all three teachers consistently curated AI outputs before delivering them to students, indicating augmentation of the teacher's role rather than automation. AI use was associated with increased learning engagement, while its influence on academic honesty and critical thinking depended on each teacher's policy strictness. On cultural identity, findings diverged: one class showed enrichment of formal-language vocabulary, another showed increased slang use, while the family remained the primary space for maintaining local language and culture. These findings are synthesized into a Three-Layer Teacher Mediation Model (technical curation, character safeguarding, and cultural strengthening), indicating that AI's influence on character and cultural identity is shaped more by teachers' mediation strategies than by the technology itself.

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