Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Advanced Sciences and Mathematics Education
Susiswo
Universitas Negeri Malang, Indonesia
Chemistry Education Mathematics Physics Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Developing a scaffolding chatbot to enhance mathematical problem-solving skills in three-variable linear equation systems Hardiana Tri Wulandari; Santi Irawati; Susiswo
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1459

Abstract

Background: Although chatbots are increasingly used in mathematics education, many primarily deliver direct answers or explanations, offering limited scaffolding to guide students systematically through mathematical problem solving. Aims: This study aimed to develop and evaluate a scaffolding chatbot designed to enhance students’ mathematical problem-solving skills in Three-Variable Linear Equation Systems. Method: A research and development approach employing the ADDIE model was conducted with 23 eleventh-grade students. Data were collected through expert validation, teacher and student practicality questionnaires, and pretest–posttest mathematical problem-solving assessments. Data analysis included descriptive statistics, normalized gain (N-gain), the Wilcoxon Signed-Rank Test, and effect size. Results: The chatbot achieved 80.28% validity, while teacher and student practicality scores reached 82.50% and 86.16%, respectively. Students demonstrated moderate improvement (N-gain = 0.45), with a significant difference between pretest and posttest scores (Z = 3.939, p < .05) and a large effect size (r = 0.82). Conclusion: The developed scaffolding chatbot demonstrated strong validity and practicality and provided promising evidence for supporting mathematical problem-solving development through gradual guidance, prompts, and feedback rather than direct solutions.
Co-Authors Hardiana Tri Wulandari