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All Journal JURNAL IQRA´ Journal of Advanced Sciences and Mathematics Education
Nila Kurniasih
Universitas Muhammadiyah Purworejo, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Integrating ethnomathematics with ai‑driven and ar‑enhanced mathematics learning to foster critical thinking skills Heru Kurniawan; Nila Kurniasih
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1124

Abstract

Background: Empirical evidence indicates that junior high school students’ critical thinking skills in mathematics remain suboptimal, with national assessments highlighting gaps in analysis and evaluation competencies. Traditional teaching methods fail to address these higher-order thinking demands effectively. Aims: This study investigates the effectiveness of an integrated learning model combining Ethnomathematics, Augmented Reality (AR), Artificial Intelligence (AI), and Deep Learning (DL) in enhancing students’ critical thinking skills in mathematics. Method: A mixed-method sequential explanatory design was employed. The quantitative phase used a quasi-experimental one-group pretest-posttest design with 64 junior high school students in Purworejo, Indonesia. The qualitative phase included semi-structured interviews, focus group discussions, and classroom observations. Critical thinking was measured using a validated 10-item test (Cronbach’s α = 0.82). The intervention lasted four weeks (12 sessions of 80 minutes). Results: The quantitative phase showed significant improvement in critical thinking scores (t = 4.126, p < 0.001, 95% CI [18.2, 27.8]) with a high N-Gain of 73% (Cohen’s d = 0.58). Interpretation and evaluation indicators exhibited the highest gains (N-Gain 0.76–0.77). Qualitative findings revealed positive student engagement (mean 4.6/5) and cultural relevance (mean 4.5/5), while teachers found the model innovative but noted infrastructure and training challenges. Conclusion: The integrated Ethno-AR-AI-DL model effectively improves critical thinking and is positively perceived by users. These findings suggest the potential of culturally relevant, technology-enhanced mathematics instruction, provided teacher training and infrastructure are addressed.
Enhancing Mathematical Critical Thinking Skills through the Integration of Ethnomathematics, Augmented Reality, Artificial Intelligence, and Deep Learning: A Mixed-Methods Study Heru Kurniawan; Nila Kurniasih; Muhammad Hamid Jumasa; Marzia Khatan Smita
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i1.6673

Abstract

Critical thinking skills remain an urgent necessity in mathematics education, particularly in 21st-century learning contexts. Conventional teaching practices have proven insufficient in promoting these skills, requiring innovative approaches that integrate technology and culture. This study examines the effectiveness and practicality of mathematics learning integrating Ethnomathematics, Augmented Reality (AR), Artificial Intelligence (AI), and Deep Learning (DL).Employing a mixed-method design with sequential explanatory approach, the research involved junior high school students in Purworejo, Indonesia. The quantitative phase applied a quasi-experimental one-group pretest-posttest design to measure critical thinking improvement, while the qualitative phase explored teachers' and students' perceptions through interviews, observations, and response questionnaires. Quantitative results showed a significant increase in students' critical thinking ability (t = 4.126, p < 0.05) with an N-Gain score of 73%, categorized as high. Qualitative findings revealed positive responses: teachers considered the model innovative, feasible, and aligned with curriculum goals, while students reported higher engagement, clearer understanding of abstract concepts, and stronger motivation to learn mathematics. The integration proved most effective in enhancing interpretation and evaluation skills among critical thinking components. The integration of Ethnomathematics, AR, AI, and DL proved both effective and practical in fostering critical thinking. These findings demonstrate the potential of culture-based learning combined with advanced technological support to prepare students for future challenges.
Co-Authors Heru Kurniawan Marzia Khatan Smita Muhammad Hamid Jumasa