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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Novaliyosi Novaliyosi
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa
Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Effectiveness of Artificial Intelligence as a Learning Medium on Logical-Mathematical Thinking Skills and Self-Regulated Learning Among Senior Secondary Students: A Systematic Literature Review Handayani Putri; Novaliyosi Novaliyosi
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.5028

Abstract

The low mathematical logical thinking ability of Indonesian students is reflected in Indonesia's 2022 PISA score of 366, which falls significantly below the OECD average of 472, indicating weaknesses in students' capacity to draw inferences, recognize patterns, construct arguments, and derive systematic conclusions. This study aims to synthesize empirical evidence regarding the effectiveness of Artificial Intelligence (AI) on both competencies, while identifying the types of technology, implementation designs, and moderating factors that influence its impact. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines, with searches performed on Google Scholar using PICOS-based keywords structured with Boolean AND/OR operators, restricted to publications from 2024 to 2026. Study selection was conducted independently by two researchers, with inter-rater reliability maintained through Cohen's Kappa. Of 538 initially identified articles, 15 final articles from eight countries were retained following deduplication, screening, and quality assessment using MMAT, RoB 2.0, and NOS. AI technologies were classified into five categories: generative AI, Intelligent Tutoring Systems, adaptive learning systems, educational chatbots, and AI-based Learning Management Systems. Results indicate that AI consistently exerts a positive influence on self-regulated learning through adaptive feedback and metacognitive support, and on mathematical logical thinking ability through its role as a cognitive partner. However, its effectiveness is conditional, necessitating that mathematics teachers integrate AI within structured instructional designs incorporating formative feedback, graduated scaffolding, and metacognitive reflection facilitation.
Development of a Problem-Solving-Based Mathematics Educational Game to Support High School Students’ Mathematical Reasoning Ability Nisa Aghnia; Novaliyosi Novaliyosi; Maman Fathurrohman
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 3 (2026): July - September 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i3.5637

Abstract

This study was conducted to provide an interactive problem-solving-based learning medium that supports the development of high school students’ mathematical reasoning ability. This study aimed to develop a mathematics educational game using Scratch on statistics material for tenth-grade high school students and to determine the validity, practicality, and effectiveness of the product. This study employed a Research and Development (R&D) method using the ADDIE development model. The participants consisted of three material experts, three media experts, one mathematics teacher, 35 students in the limited trial, and 32 students in the main field trial at SMA Negeri 5 Cilegon. Data were collected through validation sheets, response questionnaires, and a mathematical reasoning ability test, and were analyzed using percentages and Normalized Gain (N-Gain). The results showed that the developed game obtained a validity score of 90% from material experts and 89% from media experts, both categorized as very valid. The game also met the practicality criteria based on the teacher’s and students’ responses. The use of the game resulted in an N-Gain score of 0.567, indicating a moderate increase in students’ mathematical reasoning ability. Thus, the problem-solving-based educational game was considered valid and practical and showed potential to support students’ mathematical reasoning ability in statistics learning.
Co-Authors Handayani Putri Maman Fathurrohman Nisa Aghnia