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p-Index From 2021 - 2026
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All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Journal of Evaluation and Research in Education (IJERE)
Siti Mistima Maat
Universiti Kebangsaan Malaysia
Computer Science & IT Education Engineering

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Student activities in solving mathematics problems with a computational thinking using Scratch Neneng Aminah; Yohanes Leonardus Sukestiyarno; Adi Nur Cahyono; Siti Mistima Maat
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.23308

Abstract

The progress of the times requires students to be able to think quickly. Student activities in learning are always associated with technology and students’ thinking activities and are expected to think computationally. Therefore, this study aimed to determine how learning with the concept of computational thinking (CT) using the Scratch program can improve students’ mathematical problem-solving abilities. An exploratory research design was conducted by involving 132 grade VIII students in Kuningan, Indonesia. Data analysis began with organization, data description, and statistical testing. The results showed that students performed the concepts of abstraction thinking, algorithmic thinking, decomposition, and evaluation in solving mathematical problems. There were differences in students’ problem-solving abilities before and after the intervention. Students’ activeness in solving problems using the CT concept through a calculator significantly affected 52.3% of the ability to solve mathematical problems.
An exploratory review on conceptualizing generative artificial intelligence literacy Mohammed Afandi Zainal; Mohd Effendi Mohd Matore; Siti Mistima Maat
IAES International Journal of Artificial Intelligence (IJ-AI) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijai.v15.i2.pp1023-1035

Abstract

Generative artificial intelligence (AI) has rapidly evolved, demanding new forms of literacy that go beyond traditional AI concepts. However, current definitions of generative AI literacy often overlook its unique challenges, including prompt engineering, critical evaluation of AI-generated outputs, and complex ethical considerations. This study addresses these gaps through an exploratory review of 20 peer-reviewed articles. These articles were identified using systematic searches across major academic databases and selected based on predefined inclusion criteria. The analysis reveals conceptual limitations in existing frameworks, particularly their lack of structure and their generalization of AI literacy. To overcome these issues, we propose a new competency framework adapted from Bloom’s taxonomy. The framework integrates three essential dimensions: technical proficiency, ethical responsibility, and societal awareness. It is organized into five progressive cognitive stages: understand, apply, analyze, evaluate, and create. This framework clarifies the distinct demands of generative AI literacy and can be implemented to guide curriculum design, professional training, and the development of generative AI literacy across sectors.
Co-Authors Adi Nur Cahyono Mohammed Afandi Zainal Mohd Effendi Mohd Matore Neneng Aminah Yohanes Leonardus Sukestiyarno