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All Journal Elementaria: Journal of Educational Research JIPI (Jurnal IPA dan Pembelajaran IPA)
Mariano Dos Santos
Instituto Catolico para a Formacao de Professores Baucau, Timor Leste
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Research Trends on Deep Learning for Mathematics Learning in Scopus Database: Concept Map & Emerging Themes Using Scopus AI Zafrullah Zafrullah; Lovieanta Arriza; Salman Rashid; James Leonard Mwakapemba; Mariano Dos Santos; Usama Rasheed
Elementaria: Journal of Educational Research Vol. 3 No. 1 (2025): Advancements in Educational Technology Research
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/elm.v3i1.93

Abstract

This paper aims to explore the concepts and themes emerging in the literature related to "Deep Learning in Mathematics Learning" in order to understand the direction of development and current trends in the field. To achieve this goal, the study uses the Automatic Systematic Literature Review (SLR) method with the help of Scopus AI, which allows for the automatic identification of concepts and themes through the visualization of concept maps and emerging themes. The database selection focused solely on Scopus due to its high reputation and extensive coverage of high-quality international journals. The keyword used is "deep learning in mathematics learning" with a publication time limit from 2003 to 2025, thus covering early developments to the latest trends. This approach allows for systematic and efficient literature mapping without having to manually review all documents. The analysis reveals that the topic of "Deep Learning in Mathematics Learning" encompasses several emerging themes, including student performance prediction, AI integration in mathematics education, and the adoption of innovative pedagogical practices. Based on the concept map visualization, three main research directions are identified: Learning Environment, Techniques, and Applications. The theme of student performance prediction highlights the use of neural network models such as CNNs and LSTMs to analyze key factors influencing academic outcomes. Meanwhile, AI integration focuses on the development of adaptive learning platforms that personalize instruction and enhance learning effectiveness. Innovative pedagogical practices, including the use of extended reality and machine learning, aim to create immersive and interactive learning experiences. Overall, these findings underscore the significant potential of deep learning to transform mathematics education through intelligent, adaptive, and student-centered approaches.
Artificial Intelligence for Learning in Indonesia: Current Research Trends and School Implementation Anugrah Arya Bakti; Salman Rashid; Zafrullah Zafrullah; Nur Yusra binti Yacob; Abdulnassir Yassin; Mariano Dos Santos; James Leonard Mwakapemba
Elementaria: Journal of Educational Research Vol. 3 No. 2 (2025): Learning Policy Perspectives Research
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/elm.v3i2.103

Abstract

This study aims to analyze trends and developments in research on Artificial Intelligence for learning in Indonesia. The method used is bibliometric analysis with specific keywords that resulted in 120 research documents. Data analysis was conducted using the VOSviewer application to map keyword clusters and research novelty. The analysis concludes that research on Artificial Intelligence for Learning in Indonesia is divided into four main clusters representing different thematic focuses, including digital technology utilization, cognitive skill development, academic data governance, and instructional integration with performance analysis. The first cluster emphasizes the role of technology in enhancing user engagement, while the second cluster focuses on automation and the development of twenty-first century skills. The third cluster highlights the importance of data management and administrative efficiency, whereas the fourth cluster stresses technology integration in instructional processes and learning evaluation. Furthermore, the novelty analysis indicates that yellow-colored keywords such as “Elementary School”, “Local Wisdom”, and “Motivation” serve as indicators of recent research trends. These findings suggest a shift in research focus toward primary education contexts, the integration of local cultural values, and affective aspects in technology-based instruction.
Integration of the Problem Based Learning Model Based on Socio-Scientific Issues with Video Support in Improving Students' Critical Thinking Skills: A Quasi-Experimental Study on the Issue of Deforestation Siti Aisyah; Afridha Laily Alindra; Fitri Nuraeni; Mariano Dos Santos
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.2121

Abstract

Critical thinking skills (CTS) are a core competency that must be instilled from elementary school. However, CTS among Indonesian elementary students remain relatively low, particularly in evaluation and inference. This study examines the effect and improvement of students' CTS through a video-assisted problem-based learning model based on socio-scientific issues on deforestation, an integration not yet examined by Facione indicator at the elementary level. A quasi-experimental nonequivalent control group design was used with 50 fifth-grade students from an elementary school in Purwakarta Regency, selected through purposive sampling. The instrument comprised 12 multiple-choice items covering the six Facione CTS indicators, validated by experts and tested for reliability using Anates Version 4. Data were analyzed using the Shapiro-Wilk test, Levene's test, Wilcoxon signed ranks test, Mann-Whitney U test, N-Gain (overall and by indicator), and Cohen's effect size (r). The Mann-Whitney U test confirmed a significant between-group difference (Z = −3.493; p < 0.05) with a moderate effect size (r = 0.494). The experimental class's mean N-Gain reached 87.91% (high category), far exceeding the control class's 33.78% (low category), with all experimental students showing improvement. N-Ganin by indicator analysis revealed the highest gains in self-regulation (94.1%), evaluation (90.0%), and inference (88.9%), while explanation showed the lowest gain (25.0%), indicating this dimension needs more targeted scaffolding. The PBL-SSI-video integration effectively developed five of six Facione CTS dimensions and is recommended as an evidence-based science learning model for elementary schools
Integrating Team Games Tournament and Physics Education Technology Simulation to Improve Cognitive Ability in Elementary Students Learning Energy Transformation Laras Ayu Syahrani; Afridha Laily Alindra; Nenden Permas Hikmatunisa; Mariano Dos Santos
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i3.3623

Abstract

The use of innovative learning approaches, supported by interactive learning tools, is crucial for facilitating students’ understanding of energy conversion concepts, which are often difficult to visualize. This study examined the impact of the “team game tournament” cooperative learning strategy, combined with PhET simulations, on the cognitive performance of fourth-grade students in science class. This study employed a quasi-experimental design with non-equivalent control groups. It involved 48 participants who were randomly assigned to either the experimental group (TGT combined with PhET) or the comparison group (problem-based learning). Students’ cognitive performance was measured using a test based on the revised Bloom’s taxonomy (levels C1 through C6). Statistical analysis using the Mann-Whitney U test yielded a p-value of 0.012, below the predetermined significance threshold of 0.05, indicating a significant difference between the two groups. Students in the experimental group achieved a normalized average performance increase of 57.03% and an effect size of 0.363. The greatest improvements were observed in the cognitive domains of application (C3) and planning/design (C6). These findings suggest that the combination of team game tournament and PhET Simulations can effectively enhance students' cognitive development while promoting collaborative, engaging, and enjoyable learning experiences
Co-Authors Abdulnassir Yassin Afridha Laily Alindra Afridha Laily Alindra Anugrah Arya Bakti Fitri Nuraeni James Leonard Mwakapemba Laras Ayu Syahrani Lovieanta Arriza Nenden Permas Hikmatunisa Nur Yusra binti Yacob Salman Rashid Siti Aisyah Usama Rasheed Zafrullah Zafrullah