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All Journal Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Dea Ananda Dewi Larasati
Universitas Sarjanawiyata Tamansiswa
Mathematics Other

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Bibliometric Analysis of AI and Cultural Literacy Integration in Mathematics Education: Systematic Literature Review Dea Ananda Dewi Larasati; Fitria Sulistyowati; Betty Kusumaningrum; Devi Septiani; Zahra Nugraheni; Patrick Bergman
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 2 (2026): Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i2.4404

Abstract

Research on the integration of Artificial Intelligence (AI) in mathematics education is rapidly developing, but still leaves a significant gap related to the neglect of the cultural dimension, with current discussions tending to focus solely on cognitive and technical aspects. This research gap is crucial because AI algorithms often operate within a logic of technology neutrality that ignores students' sociocultural backgrounds, risking academic alienation and underrepresentation in mathematical problem-solving. This study aims to identify the distribution of scientific publications linking AI and cultural literacy in mathematics and to analyze their thematic development and collaboration patterns. Using a Systematic Literature Review (SLR) approach enhanced by bibliometric analysis, data from 80 Scopus articles (2020–2025) were processed using the PRISMA framework and the external tool Biblioshiny. The findings reveal a sharp surge in publications in 2025, marking a shift toward generative AI. However, cultural literacy remains a niche theme rarely integrated into mainstream frameworks. This study concludes that despite the well-established literature, the lack of integration of cultural literacy as a mechanism for Self-Regulated Learning (SRL) hinders the inclusive and ethical implementation of AI. The implication of this research is the need for practitioners and policymakers to shift from focusing on technological sophistication to designing metacognitive frameworks that respect students' cultural contexts to ensure pedagogical sustainability in AI-based mathematics learning. Future research should focus on developing self-regulated learning (SRL) models that explicitly integrate local wisdom values into AI instructional design.
Co-Authors Betty Kusumaningrum Devi Septiani Fitria Sulistyowati Patrick Bergman Zahra Nugraheni