https://erapublikasi.id/jurnal.erapublikasi.id/JSPK <p data-start="1198" data-end="1667"><em data-start="1198" data-end="1246">Jurnal Sosiologi Pendidikan Kolaboratif (JSPK)</em> adalah jurnal ilmiah yang mempublikasikan hasil penelitian, tinjauan teoretis, maupun studi reflektif dalam bidang <strong data-start="1362" data-end="1386">sosiologi pendidikan</strong> dan <strong data-start="1391" data-end="1473">sosiologi umum yang relevan dengan dinamika sosial, kebudayaan, dan pendidikan</strong>. Nama <em data-start="1480" data-end="1495">“kolaboratif”</em> mencerminkan keterbukaan jurnal ini terhadap pendekatan interdisipliner <strong data-start="1568" data-end="1596">dalam kerangka sosiologi</strong>, serta kolaborasi lintas isu yang saling memperkaya perspektif sosial.</p> <p data-start="1669" data-end="2053">JSPK berupaya menjadi forum ilmiah yang membahas persoalan-persoalan strategis dalam masyarakat, seperti ketimpangan sosial, marginalisasi kelompok rentan, pendidikan karakter, serta perubahan sosial akibat perkembangan teknologi, digitalisasi, dan kecerdasan buatan (AI). Jurnal ini juga menekankan pentingnya pendekatan lokal dan nilai-nilai budaya dalam merespons tantangan global.</p> <p data-start="2055" data-end="2285">Diterbitkan oleh CV. Era Digital Nusantara, JSPK terbit dua kali setahun (Maret dan September), dan dipublikasikan secara <strong data-start="2177" data-end="2208">akses terbuka (open access)</strong> untuk mendorong diseminasi pengetahuan yang lebih luas, adil, dan berdampak.</p> en-US [email protected] (Aji Satria Nugraha) [email protected] (Djilzaran Nurul Suhada) Fri, 21 Aug 2026 10:40:44 +0700 OJS 3.3.9.9 http://blogs.law.harvard.edu/tech/rss 60 https://erapublikasi.id/jurnal.erapublikasi.id/JSPK/article/view/2849 <p>The rapid diffusion of generative artificial intelligence (AI) has reshaped the demands teachers face in the classroom, yet how veteran teachers with substantial accumulated pedagogical experience respond to this disruption remains empirically underexplored. This qualitative case study explores how veteran junior high school teachers perceive, cope with, and pedagogically adapt to AI integration in their English classrooms. Data were drawn from semi-structured interviews with four junior high school English teachers in East Java, Indonesia, with approximately 15 to 28 years of teaching experience, analyzed using Braun and Clarke's six-phase thematic analysis. Findings reveal five interconnected patterns: teachers perceive AI simultaneously as opportunity and challenge, ranging from acute identity crisis to steady caution; coping is achieved through trial-and-error self-teaching and reciprocal exchange with younger colleagues; the most developed adaptive response repositions AI strictly as a preparatory tool while relocating assessment to AI-resistant oral performance; teachers manage AI-savvy students through structural redesign and direct supervision; and across all participants, professional identity is reconstructed around a relational, character-forming core viewed as beyond machine reach. The study argues that veteran teachers are active agents who mobilize accumulated pedagogical expertise to reshape, rather than simply absorb, the demands AI places on their practice.</p> Iqbal Izzan Aziz, Nursamsu Nursamsu, Derga Surya Dinata Copyright (c) 2026 Jurnal Sosiologi Pendidikan Kolaboratif https://creativecommons.org/licenses/by-sa/4.0 https://erapublikasi.id/jurnal.erapublikasi.id/JSPK/article/view/2849 Fri, 21 Aug 2026 00:00:00 +0700