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

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Analysis of Artificial Intelligence Assisted Proof Process Through Principle of Mathematical Induction in Real Analysis Course Isnawati Lujeng Lestari; Mayang Sari; Gusti Uripno; Siti Suprihatiningsih; Firda Hariyanti; Ebenezer Bonyah
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 2: July 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n2.p94-102

Abstract

The low proficiency of Mathematics Education students in constructing mathematical proofs, especially using the principle of mathematical induction, highlights the need for enhanced learning approaches. One promising method is the integration of Artificial Intelligence (AI) into the proof process within Real Analysis courses. This study aims to describe how students carry out mathematical induction proofs with the assistance of AI. Ten voluntary students enrolled in Real Analysis participated in an initial test involving divisibility problem. From this group, two students were selected through maximum variation sampling based on their answer diversity and communication skills. One student employed a modulo-based approach, while the other used the divisibility-definition concept. Overall, the results demonstrate that AI significantly supports students in understanding problems, planning proofs, implementing strategies, and revising their reasoning. AI played a critical role in concept generation, solution evaluation, and embedded reflection across each stage of Polya’s problem-solving framework, combined with the three aspects of AI-assisted proof: construction, evaluation, and revision
Student's Understanding of Concepts Based on APOS Theory on the material of triangles and quadrilaterals in terms from the level of mathematical ability Mayang Sari
Center of Education Journal (CEJou) Vol. 5 No. 1 (2024): Central Journal of Education (CEJou) July
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v5i1.606

Abstract

The purpose of this study was to analyze the concept understanding of APOS theory (Action, Process, Object, Schema) on the material of triangles and quadrilaterals in terms from the level of mathematical ability. This research uses qualitative research methods with descriptive data. This research is a class VIII A student with a total of 28 students who are taken as research subjects consisting of three students with high, medium and low understanding ability categories based on student score data collected while teaching by the math teacher and subject selection suggestions from the math teacher. This research data analysis technique includes data reduction, data display, donclusion. The results of the research and discussion can be concluded that concept understanding in terms of APOS theory in students is as follows. High ability subjects are able to reach the action, process, object, and scheme stages. Medium ability subjects can reach the action, process, object stages, although the object stage is still not perfect, and cannot reach the scheme stage. Low ability subjects were only able to reach the action, process, although the process stage was not perfect in doing so, and had not yet reached the object and scheme stages.
Algebraic Thinking Ability of Seventh Grade SMP/MTs Students on Algebraic Expression Operations Based On Cognitive Style Iis Syahidah; Mayang Sari
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.v4i1.8220

Abstract

This study aims to describe the algebraic thinking abilities of seventh-grade junior high school students on the algebraic operations material in terms of field-independent (FI) and field-dependent (FD) cognitive styles. This study uses a descriptive qualitative approach with two subjects, namely FI1 (field-independent) and FD1 (field-dependent), selected based on the results of the GEFT test and teacher recommendations. Data were obtained through written tests and interviews and analysed using six indicators of algebraic thinking ability: generalisation and abstraction, analytical and dynamic thinking, modelling, and organisation. The results of the study show that subject FI1 met all indicators well. FI1 could identify important information from the questions, construct mathematical equations accurately, and solve problems using relevant elimination and substitution strategies. He was also able to independently evaluate the results and construct answers in a coherent, logical manner. Meanwhile, subject FD1 showed more limited achievement. FD1 was quite capable of generalizing and abstracting, but there were still errors in copying information. In terms of analytical and dynamic thinking, as well as modelling, FD1 did not demonstrate adequate procedural understanding or verify answers. Nevertheless, FD1 still attempted to organize information and final results in a structured manner
Co-Authors Ebenezer Bonyah Firda Hariyanti Gusti Uripno Iis Syahidah Isnawati Lujeng Lestari Siti Suprihatiningsih