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All Journal SIGMA: Jurnal Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika EMTEKA: Jurnal Pendidikan Matematika Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Journal on Mathematics Education Media Pendidikan Matematika
Ilmiyati Rahayu, Ilmiyati
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Computer Science & IT Education Environmental Science Mathematics Social Sciences Other

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SYSTEMATIC LITERATURE REVIEW: PERAN AI SEBAGAI STIMULAN SRL SISWA DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PADA TAHUN 2024-2026 Pane, Fahri Zulkarnain Pardamean; Pujiastuti, Heni; Rahayu, Ilmiyati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47796

Abstract

This systematic literature review aims to analyze the role of Artificial Intelligence (AI) as a stimulus for students' self-regulated learning (SRL) and mathematical problem-solving abilities, given the persistent gap between the demand for 21st-century problem-solving skills and traditional instructional methods that make students passive. The study employs a Systematic Literature Review (SLR) following PRISMA guidelines, with article searches conducted on Google Scholar using Publish or Perish software and keywords combining "Artificial Intelligence," "Self-Regulated Learning," and "Mathematical Problem Solving." From an initial 200 articles, 15 were selected based on inclusion criteria, including publication years 2024-2026, full-text availability, and focus on at least two of the three main variables. The results indicate that AI significantly enhances SRL by enabling personalized, adaptive learning and providing instant feedback, visualizations, and step-by-step guidance, thereby improving students' initiative and problem-solving skills. However, the findings also reveal critical gaps: without metacognitive mediation, AI risks becoming an "answer provider" rather than a "thinking partner," leading to overreliance. Additionally, most studies lack rigorous designs (e.g., RCT), have limited sample sizes, neglect teacher readiness and infrastructure constraints, and rarely examine specific SRL dimensions such as metacognition or help-seeking behavior. AI tools like ChatGPT, Gemini, Mathos AI, and Photomath dominate the literature, yet valid and reliable instruments to measure AI-assisted problem-solving behavior remain underdeveloped. This review concludes that while AI holds transformative potential, its effectiveness depends on integrating metacognitive strategies, strengthening teacher digital literacy, improving infrastructure, and conducting longitudinal or experimental studies to establish causal evidence.  
MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) DENGAN KONTEKS BUDAYA BANTEN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MTS Lesmana, Aditiya; Rafianti, Isna; Rahayu, Ilmiyati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57991

Abstract

Mathematical problem-solving ability is an essential competence that needs to be developed through meaningful and contextual learning. However, students often have difficulty understanding problems, formulating mathematical models, applying strategies, and interpreting solutions. This study aims to determine whether students’ mathematical problem-solving ability and its improvement through the Contextual Teaching and Learning (CTL) model with Banten cultural context are better than those through conventional learning. This research used a quantitative approach with a quasi-experimental method and a nonequivalent pretest-posttest control group design. The population was all eighth-grade students of MTsN 1 Pandeglang in the 2025/2026 academic year. The sample consisted of class VIII E as the experimental class and class VIII D as the control class, with 32 students in each class, selected through purposive sampling. Data were collected using essay tests and analyzed using descriptive statistics, N-Gain, and independent sample t-test. The results showed that the posttest mean score of the experimental class was 82.19, higher than the control class at 60.16. The N-Gain mean of the experimental class was 0.7856, categorized as high, while the control class was 0.5025, categorized as moderate. The hypothesis tests on posttest and N-Gain data showed Sig. (one-sided) < 0.001. Therefore, CTL with Banten cultural context is effective in improving students’ mathematical problem-solving ability.
Co-Authors Aan Hendrayana Aan Subhan Pamungkas Agustini, Desti Amanda Putri Maulidya Amelia, Aisyah Anwar Mutaqin Dewi, Fauziyyah Kristanti Monica Hasanah, Arini Zulfa Heni Pujiastuti Hepsi Nindiasari Indiana Marethi, Indiana Isna Rafianti Jaenudin Jaenudin Lesmana, Aditiya Maman Fathurrohman, Maman Muharam, Diah Rahma Pane, Fahri Zulkarnain Pardamean Ramadhani, Anisa