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All Journal Noumerico: Journal of Technology in Mathematics Education Center of Education Journal (CEJou)
Zainullah Zuhri
Universitas Nahdlatul Ulama Pasuruan
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EKSPLORASI TURUNAN FUNGSI: DUKUNGAN AI DALAM MENJEMBATANI TEOREMA DAN DEFINISI Zainullah Zuhri
Center of Education Journal (CEJou) Vol. 5 No. 2 (2024): Central Journal of Education (CEJou) December
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v5i2.602

Abstract

Turunan fungsi merupakan konsep fundamental dalam kalkulus yang sering kali menjadi tantangan bagi mahasiswa dalam memahami keterkaitan antara definisi dan teorema yang menyertainya. Pemanfaatan kecerdasan buatan (AI) dalam pembelajaran matematika telah membuka peluang baru untuk menjembatani kesenjangan pemahaman ini. Penelitian ini menggunakan pendekatan kualitatif dengan metode eksploratif untuk mengkaji bagaimana mahasiswa memanfaatkan AI, khususnya ChatGPT, dalam memahami konsep turunan fungsi. Subjek penelitian terdiri dari 35 mahasiswa tahun pertama jurusan S1 Pendidikan Matematika yang mengambil mata kuliah Kalkulus Diferensial. Data dikumpulkan melalui tugas eksploratif, wawancara, dan observasi interaksi mahasiswa dengan AI. Hasil penelitian menunjukkan bahwa mahasiswa mampu menggunakan AI untuk memverifikasi turunan dan mendapatkan penjelasan tambahan, namun sebagian masih mengalami kesulitan dalam membuktikan turunan menggunakan definisi limit. AI terbukti memberikan dukungan dalam memahami hubungan antara definisi dan teorema diferensiasi, meskipun pemahaman mendalam tetap memerlukan eksplorasi mandiri.
A Hybrid PBL-IGL Approach to Improving Algebraic Thinking and Self-Efficacy of High School Students Annisa Annisa Eka Pratiwi; Zainullah Zuhri
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 1 (2026): Noumerico, March 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i1.8042

Abstract

Algebraic thinking ability and self-efficacy are essential components in mathematics learning; however, many students still experience difficulties in both cognitive and affective aspects. Therefore, an instructional approach that integrates these two domains is needed. This study aims to examine the effectiveness of a hybrid Problem-Based Learning (PBL) model combined with an Individual Group Learning (IGL) strategy in improving students' algebraic thinking ability and self-efficacy. This study employed a quantitative approach using a one-group pretest–posttest design. The participants were 15 tenth-grade students of SMA Syarif Hidayatullah Grati in the 2024/2025 academic year. Data were collected through algebraic thinking tests and self-efficacy questionnaires and analyzed using paired-sample t-tests, N-Gain, and effect size (Cohen's d). The results showed a significant improvement in both variables (p < 0.001). The mean score of algebraic thinking increased from 65.40 to 86.10, with an N-Gain of 0.59 (moderate category) and a large effect size (d = 1.20). Similarly, students’ self-efficacy improved from 66.80 to 86.53, with an N-Gain of 0.60 (moderate) and a large effect size (d = 1.25). The greatest improvement in algebraic thinking was observed in modeling and solving contextual problems, indicating PBL's effectiveness in promoting higher-order thinking. These findings indicate that the PBL-IGL hybrid approach is effective in enhancing both cognitive and affective learning outcomes. The novelty of this study lies in integrating individual and collaborative learning within a problem-based framework, while simultaneously focusing on algebraic thinking and self-efficacy. This study contributes to mathematics education by providing empirical evidence that a balanced instructional design can improve students' understanding and confidence in learning mathematics.
Co-Authors Annisa Annisa Eka Pratiwi