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All Journal Edutech: Jurnal Teknologi Pendidikan Mimbar Sekolah Dasar Scholaria: Jurnal Pendidikan dan Kebudayaan EDUHUMANIORA: Jurnal Pendidikan Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah EARLY CHILDHOOD : JURNAL PENDIDIKAN Jurnal Review Pendidikan dan Pengajaran (JRPP) Social, Humanities, and Educational Studies (SHEs): Conference Series Bada'a: Jurnal Ilmiah Pendidikan Dasar Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Southeast Asian Mathematics Education Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan JURNAL EDUPENA Journal of Education Research Jurnal Cakrawala Pendas Journal of Mathematics Instruction, Social Research and Opinion Jurnal Ilmiah Pendidikan Dasar (JIPDAS) AFORE: Jurnal Pendidikan Matematika PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Circle: Jurnal Pendidikan Matematika Lensa Pendas Jurnal Profesi Guru Indonesia ETNOPEDAGOGI: Jurnal Pendidikan dan Kebudayaan DEDIKASI: Community Service Reports
Andhin Dyas Fitriani
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of Adaptive Learning Based on Artificial Intelligence on Elementary School Students' Mathematics Learning Motivation Arwasih; Andika Arisetyawan; Andhin Dyas Fitriani
ETNOPEDAGOGI: Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 3 (2026): JULY 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/etnopedagogi.v3i3.872

Abstract

This research aims to examine the effect of artificial intelligence-based adaptive learning on elementary school students' mathematics learning motivation. This research is quantitative research with the type of experimental research. The experimental design used was a quasi experiment involving class 4a students at SD Negeri Cileungsir as the experimental class (30 students) and class 4b students at SD Negeri Cileungsir as the control class (30 students). This research data is quantitative data collected using questionnaire techniques. The collected data was then analyzed using descriptive statistical test techniques by testing individual acquisition values ​​and classical averages. Individual and classical scores are then interpreted based on the categorization table. Next, the data were analyzed using inferential statistical test techniques using independent t-tests and paired t-tests. The research results show that adaptive learning based on artificial intelligence has a positive and significant effect on elementary school students' mathematics learning motivation. This is evident from research data which shows that there was a significant increase in the average score of students' mathematics learning motivation in the experimental class between before and after being given treatment, namely from 62.34 (low category) to 90.78 (very high category). Furthermore, the average posttest score for students' mathematics learning motivation in the experimental class showed 90.78 (very high category), while in the control class it was 67.12 (low category). This means that the mathematics learning motivation of students who use artificial intelligence-based adaptive learning is better. Inferential statistical tests were carried out in this study to test the research hypothesis. The results of the prerequisite tests are used as a basis for continuing hypothesis testing using parametric statistical techniques using the t-test type. The results of the independent t-test and paired t-test show that the significance value is smaller than the alpha value, namely 0.000 (<0.005). Based on these results, adaptive learning based on artificial intelligence can be used as an alternative to overcome the low motivation to learn mathematics in elementary school students.
From Learning Obstacles to Conceptual Understanding: Developing GeoGebra-Assisted Teaching Materials for Elementary Fractions through Educational Design Research Andhin Dyas Fitriani; Lea Christina Br Ginting; Harsa Wara Prabawa
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1502

Abstract

Learning fractions remains a significant challenge in elementary education, often hindered by specific learning obstacles. This study aims to develop GeoGebra-assisted teaching materials integrated with a Hypothetical Learning Trajectory (HLT) to bridge the gap between these obstacles and conceptual understanding. Adopting an Educational Design Research (EDR) approach, the study progressed through three iterative phases: analysis and exploration, design and construction, and evaluation and reflection. The development was grounded in an initial pedagogical analysis of student learning obstacles, which informed the HLT design. Data were collected through expert validation, teacher interviews, and field testing with 161 elementary students (divided into small-scale and large-scale trials), then analyzed qualitatively using retrospective analysis and constant comparative methods.The quantitative results indicate that the GeoGebra-based materials are highly valid (92.75% from media experts) and practical (81.75% in large-scale trials), effectively transforming the HLT into a verified learning path. However, qualitative findings revealed a critical nuance: while students engaged enthusiastically with dynamic visualizations, some faced challenges in transitioning from visual area models to formal symbolic notation. This underscores the necessity of teacher-led instrumental orchestration to scaffold mathematical generalizations. This research concludes that the synergy between dynamic geometry software and a structured learning trajectory provides a robust framework for overcoming cognitive barriers, provided it is integrated within a dialogic instructional environment.
Co-Authors Abdurrafi, Mochammad Aqil Adam Baihaqi Aidilafitri, Dian Ainy Tri Utami Andika Arisetyawan Annisa, Citra Nur Aprilia Eki Saputri Arie Rakhmat Riyadi Arwasih Asep Saepudin Asri Aulia Rachman Asri Aulia Rachman Babang Robandi Balqisfa Salsabila Hidayat Dadang Juandi Darhim Darhim Denisa Zihan Aulya Devi Oktavini Dina Mayadiana Suwarma Dwi Heryanto Effy Mulyasari Elga Alayya Euis Kurniati Fadilah, Dwi FAJRIYAH Faradina, Najwa Rika Farah Syafira Alkaifa Farhania Maulida Fauziyyah, Athifah Faza Shafira Febriani, Dinda Rizki Fira Kurnia Lahimi Ginda Rusit Hasibuan Harsa Wara Prabawa Harwiyati, Windi Helena Veronica Heryanto, Dwi Indrianti Indrianti, Indrianti Ira Rengganis Kosasih, Ahmad Lala Qomara Putri Lea Christina Br Ginting Maryam, Cucu Maulida, Farhania Mela Darmayanti Mirawati, Mirawati Mochammad Aqil Abdurrafi Mohamad Alfi Hikmatul Hakim Mubiar Agustin Mufliva, Rosiana Muhamad Ramdan Muhammad Imadil Fathan Wahidien Muthia Aisyah Anjani Najma Aulia Hasna Najwa Rika Faradina Nana Djumhana Nazwa Adelia Nazwa Aulia Nur Shabrina Hidayati Nuramalia Hidayati Pratiwi, Sonia Amanda Pupun Nuryani Rahma Andriani Khofifah Ramadhina, Nova Cahyani Risa Indrawati Risty Justicia Robiatussadiyah, Dian Rosiana Muvlifa Rudiyanto Rudiyanto Sandi Budi Iriawan Sarila, Anesa Juliati Sendi Fauzi Giwangsa Sri Fitrianti Sri Fitrianti Sulaiman, Nuzulul Muluk Syahla Nur Aqmarina Zalianty Syamsudin, Annisa Febrianti Syifa Khoerunnisa Tatang Herman, Tatang Tiara Novia Romadhon Tiara Prajatiningrum Tifanny Puspita Putri Turmudi Tuti Alawiyah Vivi Yuanitha Zahara Br Karo Zailani, Ridwan Zulfah Hayatunnisa