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All Journal Journal of Innovation in Education and Learning
Nur Chalim Wachidah
Kyushu Institute of Technology
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of Artificial Intelligence–Based Learning on Students’ Mathematical Thinking in Secondary Education Monoko Haguchi; Nur Chalim Wachidah; Gandha Satria Adi; Fitri Irawijayanti; Fatqurhohman Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1: FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i1.160

Abstract

The rapid integration of artificial intelligence (AI) in secondary education has transformed mathematics learning through adaptive and personalized instructional support. This study investigates the effect of AI-based learning on students’ mathematical thinking by comparing AI performance with student performance across different mathematical problem types. A quantitative experimental–comparative design with a pretest–posttest control group approach was employed, involving 120 secondary school students assigned to experimental and control groups. The experimental group engaged in AI-assisted learning using ChatGPT, while the control group received conventional instruction. Mathematical thinking was assessed using accuracy, response time, and consistency across multiple-choice, short-answer, and essay tasks, with digital literacy examined as a mediating variable. The results reveal significant performance differences, with AI demonstrating higher accuracy, faster response times, and greater consistency, particularly on essay-based problems requiring higher-order reasoning. Mediation analysis further indicates that digital literacy significantly influences students’ mathematical thinking and partially mediates the relationship between AI interaction and learning outcomes. These findings suggest that AI-based learning can effectively enhance mathematical thinking when integrated with strong digital literacy development, highlighting implications for adaptive pedagogy and future longitudinal research.
Beyond Screen Time: Peran Keluarga dalam Penggunaan Smartphone dan Regulasi Diri Emosional Anak Usia Dini Fitri Irawijayanti; Fajar Indarsih; Fatqurhohman Fatqurhohman; Nur Chalim Wachidah
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 3: OCTOBER 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i3.696

Abstract

Regulasi diri emosional anak usia dini tidak memadai untuk dipahami hanya melalui durasi screen time, karena pendekatan tersebut mengabaikan bagaimana praktik keluarga membentuk pengalaman penggunaan smartphone. Penelitian ini bertujuan memahami bagaimana praktik keluarga membentuk penggunaan smartphone dan bagaimana pengalaman tersebut berkelindan dengan regulasi diri emosional anak. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus, melibatkan 2 orang tua/pengasuh dan 5 anak berusia 3–7 tahun. Data dikumpulkan melalui wawancara semi-terstruktur, observasi naturalistik, dan dokumentasi, kemudian dianalisis secara tematik dengan triangulasi teknik dan sumber. Hasil menunjukkan bahwa akses, tujuan penggunaan, aturan, pendampingan, respons terhadap permintaan, serta strategi pembatasan dan penghentian membentuk pengalaman anak dalam menghadapi keinginan, penundaan, negosiasi, dan kehilangan akses smartphone. Regulasi diri emosional paling tampak pada situasi menunggu, menerima pembatasan, dan beralih setelah penghentian, dengan variasi antarkasus terkait konsistensi aturan dan strategi transisi, terutama pemberian peringatan sebelum penghentian. Temuan menegaskan bahwa durasi screen time semata tidak menjelaskan pengalaman regulasi emosional anak. Kontribusi penelitian terletak pada pergeseran fokus dari “berapa lama” menuju “bagaimana praktik keluarga membentuk pengalaman smartphone dan situasi regulasi diri emosional”, dengan smartphone dipahami sebagai arena interaksi keluarga tempat anak mengalami dan mengelola emosinya.
Co-Authors Fajar Indarsih Fatqurhohman Fatqurhohman Fitri Irawijayanti Gandha Satria Adi Monoko Haguchi