Tinjauan Filosofis tentang Peran Guru dalam Transformasi Pendidikan

Abstract

The transformation of education in the digital era raises fundamental questions regarding the relevance of the teacher's role. This research aims to philosophically examine the role of teachers in educational transformation by integrating the thoughts of Western educational philosophers, such as Socrates, Immanuel Kant, John Dewey, Paulo Freire, and Hannah Arendt, with Islamic educational values derived from the Qur'an, hadith, and the thought of Ki Hadjar Dewantara. This research employs a qualitative approach with library research as the method. Data collection techniques were carried out through documentary studies, while data analysis used content analysis with an interpretative approach and source triangulation techniques. The results show that the teacher's role is multidimensional and irreducible, namely as an agent of social change who develops critical consciousness (conscientization), as a guardian of human values who brings ethical and humanistic orientation amidst the instrumentalism of education, and as a facilitator of intellectual emancipation who encourages independent thinking (sapere aude) and epistemological literacy. Furthermore, this research finds that teacher self transformation, encompassing epistemological, existential, relational, and spiritual dimensions, is a fundamental prerequisite for genuine educational transformation. The practical implications demand changes in teacher candidate selection, professional development based on philosophical reflection, educational policies that position teachers as co creators, and a public narrative that views teachers as architects of civilization. Thus, the teacher remains an irreplaceable element in education, even amidst technological advancements.