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All Journal Journal of Integrated Elementary Education
Rara Kirana, Arinta
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Elementary Students’ Mathematical Problem-Solving Skills Through AI-Assisted Problem-Based Learning Noviyana, Hesti; Rahmawati, Fitriana; Rara Kirana, Arinta; Jessy Tanod, Mareyke
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i2.27576

Abstract

The purpose of this study was to investigate the effectiveness of the use of AI assisted PBL on enhancing elementary school students' mathematical problem-solving skills. Inspired by the persisting issues in developing skills of elementary school students in Indonesian, this study investigated whether AI-supported PBL might be more a promising method of instruction than traditional teaching method. Quasi-experimental with non-equivalent control group design was applied with 5th graders (N = 60). The experimental group was taught using AI-assisted PBL, and the control group was taught by traditional method. An established test based on Polya's heuristic devised was used to collect data. Descriptive statistics, independent samples t-test, and N-Gain analysis were used to analyze the data. The results showed a significant difference (p < 0.05) in the two groups with respect to all indicators (comprehending the problem, formulating a plan, executing the plan and evaluating the solution); for the experimental group (M = 78.40; SD = 7.20) exceeded the control groups (M = 68.10; SD = 8.50). In addition, the treatment group exhibited a high N-Gain score (M= 0.78). The findings suggest that using AI-assisted PBL is an effective way to promote elementary students’ mathematical problem-solving ability, which indicates the role of integrating modern technology with creative pedagogical pattern in math teaching.
Co-Authors Fitriana Rahmawati Jessy Tanod, Mareyke Noviyana, Hesti