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All Journal INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Social and Education (INJOSEDU)
Sri Asih Agustin
Universitas Sultan Muhammad Syafiuddin Sambas, Indonesia
Religion Humanities Social Sciences

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FROM ANSWER GENERATION TO CONCEPTUAL UNDERSTANDING: A MIXED-METHODS INVESTIGATION OF GENERATIVE AI-SUPPORTED MATHEMATICS LEARNING Adi Candra Kusuma; Nurul Saila; Sri Asih Agustin
INJOSEDU: International Journal of Social and Education Vol. 3 No. 5 (2026): International Journal of Social and Education (INJOSEDU)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of Generative Artificial Intelligence has brought significant changes to mathematics learning practices, particularly in providing fast and interactive support for students. However, the effectiveness of Generative AI is measured not only by its ability to generate answers but also by its contribution to the development of in-depth mathematical conceptual understanding. This study aims to examine the role of Generative AI in supporting the transition of mathematics learning from simply generating answers to strengthening students' conceptual understanding. The study used a literature review with a mixed-methods approach that integrates quantitative and qualitative findings from various relevant scientific publications. The results indicate that Generative AI has great potential to increase access to mathematical explanations, provide personalized feedback, and help students understand concepts through diverse representations and reasoning. On the other hand, excessive reliance on AI-generated answers has the potential to reduce students' cognitive engagement and hinder the development of critical thinking skills if not accompanied by appropriate pedagogical strategies. This study provides theoretical and practical implications for the development of mathematics learning models that effectively utilize Generative AI to support sustained conceptual understanding.
TRANSFORMING ALGEBRA LEARNING IN THE ERA OF ARTIFICIAL INTELLIGENCE Sri Asih Agustin
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 9 (2026): INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21820110

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly transformed educational practices, including the teaching and learning of algebra. This study aims to examine how AI-driven technologies reshape algebra learning by enhancing conceptual understanding, problem-solving skills, learning personalization, and instructional effectiveness. The research employs a literature review approach by synthesizing findings from recent peer-reviewed international publications, conference proceedings, and authoritative educational reports focusing on AI integration in mathematics education. The analysis reveals that AI-powered learning environments, such as intelligent tutoring systems, adaptive learning platforms, automated feedback tools, and generative AI applications, provide substantial opportunities to improve students' engagement, mathematical reasoning, and independent learning. Furthermore, AI enables teachers to implement data-informed instructional strategies through real-time learning analytics and personalized interventions. Nevertheless, the implementation of AI in algebra education also presents several challenges, including algorithmic bias, concerns regarding academic integrity, unequal access to digital technologies, and insufficient teacher readiness to integrate AI effectively into classroom practice. The findings suggest that the successful transformation of algebra learning requires a balanced approach that combines technological innovation with sound pedagogical principles, digital ethics, and continuous professional development for educators. This study contributes to the growing discourse on AI-enhanced mathematics education by offering a comprehensive synthesis of current evidence and identifying strategic directions for future research and educational practice in the AI era.
ADVANCING CONCEPTUAL UNDERSTANDING IN ABSTRACT ALGEBRA THROUGH MODERN EDUCATIONAL PERSPECTIVES Sri Asih Agustin
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 10 (2026): INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21820305

Abstract

This study aims to comprehensively examine how modern educational perspectives can strengthen students' conceptual understanding in abstract algebra learning by synthesizing recent research findings. The study employs a literature review method, analyzing scholarly articles published in reputable national and international journals over the past few years. The results indicate that integrating student-centered learning approaches, interactive digital technologies, diverse mathematical representations, collaborative learning, and gradual scaffolding can enhance conceptual understanding, mathematical proof skills, abstract reasoning, and student engagement in the learning process. Furthermore, applying modern educational perspectives fosters a learning environment that is more adaptive, reflective, and meaningful, thereby mitigating the conceptual difficulties that have historically hindered abstract algebra learning. Consequently, implementing these modern educational approaches serves as a relevant strategy to support the development of abstract algebra instruction that is more effective, innovative, and focused on strengthening students' conceptual understanding.
Co-Authors Adi Candra Kusuma Nurul Saila