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Rizka Maulidatun Nadifah
Institut Ahmad Dahlan
Humanities Education Social Sciences

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Fenomena Penggunaan Artificial Intelligence (AI) Dalam Pembelajaran: Analisis Proses Berpikir Siswa Di Era Digital Perspektif Teori Kognitif Rizka Maulidatun Nadifah; Istanade Habibi Nasrullah; Ivo Sindia Nur Azizah
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 6 (2026): Edisi Agustus 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i6.913

Abstract

This study aims to analyze students’ experiences in using Artificial Intelligence (AI) in the learning process based on the cognitive theories of Jean Piaget and Jerome Bruner. This research employed a qualitative phenomenological approach to explore students’ subjective experiences in utilizing AI as part of the knowledge construction process. The participants consisted of eight tenth-grade students selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, documentation, and questionnaires. The data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed three main themes related to students’ experiences with AI: AI as digital scaffolding for understanding complex materials, AI as a facilitator of cognitive schema transformation through assimilation and accommodation processes, and the challenges of AI use toward students’ cognitive engagement and critical thinking. AI helped students simplify abstract concepts, visualize information, connect new knowledge with prior understanding, and correct misconceptions through immediate feedback. However, the findings also indicated that excessive dependence on AI-generated answers may reduce students’ deep cognitive processing, as some students tended to accept information without independent analysis and reflection. Therefore, teachers’ pedagogical guidance remains essential in directing AI use through reflective learning strategies, critical questioning, and AI literacy development. This study concludes that AI can serve as an effective learning mediator when integrated appropriately to enhance students’ critical thinking, independent learning, and knowledge construction processes in the digital era.
Visualisasi Konstruk Abstrak: Analisis Kualitatif Persepsi Siswa Terhadap Penggunaan Canva Dalam Memahami Determinan Matriks Rizka Maulidatun Nadifah; Nuryami Nuryami
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 6 (2026): Edisi Agustus 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i6.915

Abstract

This study aims to analyze students’ perceptions of the use of Canva in constructing their understanding of matrix determinant concepts. This research employed a qualitative approach with an exploratory descriptive method. The participants consisted of 20 tenth-grade students at MA Progresif Ummul Quro selected through purposive sampling. Data were collected through semi-structured interviews, participatory observations, documentation, and questionnaires. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings revealed three main themes. First, Canva functioned as visual scaffolding that helped students understand abstract matrix determinant concepts through the use of colors, directional arrows, infographics, and structured visual representations. Second, Canva facilitated students’ transformation from procedural understanding toward conceptual understanding by enabling them to comprehend relationships among matrix elements and the meaning behind determinant formulas. Third, Canva positively influenced students’ affective experiences by increasing learning motivation, attention, confidence, and reducing mathematics anxiety. These findings indicate that Canva is not merely a presentation tool but also serves as a cognitive instrument that supports students in constructing mathematical knowledge. The study highlights the importance of integrating visual technology in mathematics learning to strengthen the connection between visual representation, mathematical symbols, and conceptual meaning. Therefore, Canva can be considered an effective digital learning medium for supporting meaningful mathematics learning in the 21st century.
Pengaruh Model Direct Instruction Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Pada Materi Teorema Pythagoras Kelas VIII SMP Rizka Maulidatun Nadifah; Istanade Habibi Nasrullah; Rizal Kurniawan; Nur Wiji Sholikin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 6 (2026): Edisi Agustus 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i6.916

Abstract

This study aims to analyze the effect of the Direct Instruction model on improving students’ mathematical conceptual understanding in the Pythagorean Theorem topic for eighth-grade students. This research employed a quantitative approach using a pre-experimental method with a One-Group Pretest-Posttest Design. The participants consisted of 30 eighth-grade students at MTs Bustanul Ulum selected through purposive sampling. Data were collected using an essay-based mathematical conceptual understanding test administered before and after the treatment. Data analysis was conducted using descriptive statistical analysis, normality testing, Paired Sample t-Test, Wilcoxon Signed-Rank Test, and Normalized Gain (N-Gain) analysis. The results showed that the students’ mean score increased from 67.50 in the pretest to 85.17 in the posttest, with an improvement of 17.67 points. The Paired Sample t-Test showed a significance value of 0.000 < 0.05 with a t-value of 13.293, while the Wilcoxon Signed-Rank Test also indicated a significance value of 0.000. The N-Gain analysis resulted in a score of 0.5422 or 54.22%, which was categorized as moderate and sufficiently effective. These findings indicate that the Direct Instruction model effectively improves students’ mathematical conceptual understanding through structured learning activities, explicit explanations, guided practice, and continuous feedback. Therefore, the Direct Instruction model can be considered an effective alternative strategy for mathematics teachers to enhance students’ understanding of the Pythagorean Theorem concept.
Co-Authors Istanade Habibi Nasrullah Ivo Sindia Nur Azizah Nur Wiji Sholikin Nuryami Nuryami Rizal Kurniawan