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All Journal JPP (Jurnal Pendidikan dan Pembelajaran) Inovasi Kurikulum
Nurul umrotullatifah
Universitas Pendidikan Indonesia

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Artificial Intelligence in Primary School Writing Instruction: A Bibliometric Analysis of Global Research Trends (2016–2026) Nurul Umrotullatifah; Rina Heryani; Angga Hadiapurwa
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 33 No. 1 (2026)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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Abstract

Background: The rapid integration of artificial intelligence (AI) into primary education has generated substantial scholarly interest, yet no comprehensive bibliometric study has systematically mapped the intersection of AI and writing instruction at the primary school level.Objective: This study aims to analyze global research trends, identify key contributors and collaboration patterns, and uncover dominant thematic clusters within this domain over the period 2016–2026.Method: A bibliometric research design was employed, drawing on a corpus of 2,277 documents retrieved from the Scopus database in April 2026, filtered to include only English-language journal articles. Data visualization and network mapping were conducted using VOSviewer, encompassing keyword co-occurrence analysis, author co-authorship mapping, country collaboration networks, and overlay visualization by year.Results: The findings reveal an exponential growth in publication output, rising from five documents in 2016 to a peak of 1,023 in 2025, with a critical inflection point emerging in 2022 coinciding with the public release of generative AI tools. China, the United States, and Indonesia emerged as the three most productive nations, while four thematic clusters were identified: AI tools and writing performance, affective and motivational dimensions, literacy and pedagogy, and machine learning approaches.Conclusion: The study demonstrates that the field has matured from technically oriented inquiry toward a holistic, learner-centered research agenda. These findings carry significant implications for researchers, educators, and policymakers, underscoring the urgency of developing ethically grounded, contextually inclusive frameworks for AI integration in primary writing instruction, particularly for underrepresented linguistic and cultural contexts globally.
The influence of self-efficacy on sixth graders’ mathematical communication skills Siti Muhdiati; Dinn Wahyudin; Nurul Umrotullatifah
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.78691

Abstract

Mathematical communication skills are essential for students' success in problem-solving, critical thinking, idea articulation, and addressing challenges. These skills are a key component of 21st-century competencies, supporting mathematical literacy from an early age. This study investigates the effect of self-efficacy on students' confidence in completing academic tasks and the mathematical communication skills of grade VI elementary school students. Using a quantitative approach with an ex post facto method, data were collected via questionnaires to assess self-efficacy and tests to measure mathematical communication skills. The results showed a significant positive effect of self-efficacy on mathematical communication skills, with a significance value and a positive coefficient. The R Square value indicates that self-efficacy accounts for the variance in mathematical communication skills. These findings highlight the critical role of self-efficacy in enabling students to confidently and competently communicate mathematical concepts. To enhance students' mathematical communication skills, teachers should employ learning strategies that build confidence and reinforce self-efficacy. Strengthening self-efficacy boosts academic performance and equips students with the tools to excel in mathematics and related challenges.   Abstrak Kemampuan komunikasi matematis tidak hanya berperan dalam keberhasilan peserta didik menyelesaikan soal-soal matematika, tetapi juga mendukung kemampuan berpikir kritis, menyampaikan ide, serta memecahkan masalah. Di era yang menuntut kompetensi abad ke-21 ini, kemampuan komunikasi matematis menjadi salah satu pilar utama untuk mendukung literasi matematika peserta didik sejak dini. Penelitian ini bertujuan untuk menganalisis pengaruh self-efficacy terhadap kemampuan komunikasi matematis peserta didik kelas VI Sekolah Dasar. Self-efficacy, mengacu pada keyakinan diri peserta didik dalam menyelesaikan tugas-tugas akademik, dipandang sebagai salah satu faktor penting yang memengaruhi keberhasilan pembelajaran matematika. Pendekatan penelitian yang digunakan adalah kuantitatif dengan metode ex post facto. Data dikumpulkan melalui kuesioner untuk mengukur tingkat self-efficacy dan tes kemampuan komunikasi matematis. Hasil uji regresi linear menunjukkan signifikansi dengan koefisien self-efficacy sehingga dapat dikatakan bahwa self-efficacy peserta didik berpengaruh positif secara signifikan terhadap kemampuan komunikasi matematis peserta didik. Nilai R Square menunjukan bahwa self-efficacy peserta didik berpengaruh terhadap kemampuan komunikasi matematis peserta didik. Temuan ini menunjukan bahwa self-efficacy memiliki peran penting dalam meningkatkan rasa percaya diri peserta didik dalam mengomunikasikan konsep matematis. Sehingga guru perlu menguatkan self-efficacy peserta didik melalui strategi pembelajaran yang menumbuhkan kepercayaan diri dan meningkatkan kemampuan komunikasi matematis. Kata Kunci: komunikasi matematis; pembelajaran matematika; peserta didik SD; self-efficacy
Co-Authors Angga Hadiapurwa Dinn Wahyudin, Dinn Rina Heryani Siti Muhdiati