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All Journal International Journal of Ethnoscience and Technology in Education Media Pendidikan Matematika
Fauzia, Novia Alifah
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Computer Science & IT Education Environmental Science Mathematics Social Sciences Other

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Perspective of Children with Disabilities as the Implementation of AI in School: Focus Study in Philippines, Malaysia, and Indonesia Kurnia, Nova; Enanoria, Cristine Joy; Bauzir, Arij Fathir; Basri, Nurul Ain Nabillah Binti; Fauzia, Novia Alifah; Wulandari, Widya; Barrios, Rubylin G; Hendriyana, Hendriyana
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.12381

Abstract

This study explores the perspectives of students with disabilities on the implementation of Artificial Intelligence (AI) in schools across Philippines, Malaysia, and Indonesia. AI is increasingly recognized for its transformative potential in education, particularly in fostering inclusivity through personalized learning, improved accessibility, and enhanced engagement. A qualitative approach, combined with a literature review, was employed to analyze existing research and identify regional differences in AI implementation. Results indicate that AI tools, such as adaptive learning platforms and assistive technologies, significantly benefit students by addressing individual learning needs and overcoming traditional barriers. However, challenges persist, including inadequate infrastructure, insufficient teacher training, and concerns over data privacy and ethical use of sensitive student information. These obstacles are particularly pronounced in rural and underserved areas, highlighting the need for targeted investments and policy reforms. The study recommends prioritizing infrastructure development, implementing comprehensive training programs for educators, and establishing robust ethical frameworks to ensure responsible AI usage. By addressing these challenges and fostering regional collaboration, AI can become a powerful tool for promoting equity and accessibility in education, ultimately enhancing learning outcomes for students with disabilities. Future research should focus on longitudinal studies and firsthand data collection to better understand AI's long-term impact and refine inclusive educational practices.
Pengaruh Pembelajaran Inquiry Berbantuan Video Animasi terhadap Minat Belajar dan Pemahaman Matematika SD Fauzia, Novia Alifah; Masjudin; Yuntawati
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.16921

Abstract

This study aims to examine the impact of an inquiry-based learning model supported by animated videos on elementary school students’ learning interest and conceptual understanding in mathematics. The background of this research highlights difficulties in mathematical literacy at SDN 4 Pringgabaya, particularly in geometry, which may stem from the conventional teaching methods commonly used. The research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. A total of 50 fifth-grade students from SDN 4 Pringgabaya participated in the study, divided into two groups: the experimental group, which received inquiry-based learning with animated video support, and the control group, which received conventional instruction. The instruments used were a learning interest questionnaire and a conceptual understanding test, both administered as pretests and posttests. Data were analyzed using the Shapiro-Wilk normality test, Independent Samples T-Test or Mann-Whitney U for hypothesis testing, and the N-Gain test to measure improvement. The findings reveal that the inquiry-based learning model with animated video support had a significant effect on students' learning interest (Sig. 0.000 < 0.05). However, the impact on conceptual understanding did not reach statistical significance (Sig. 0.411 > 0.05), likely due to initial differences in student ability between the groups. Nonetheless, the N-Gain analysis showed a medium-to-high improvement in the experimental group (0.6826), while the control group remained in the low category (0.0498). Thus, the model proved effective in increasing students’ interest in learning and had a positive impact on their mathematical conceptual understanding.
Co-Authors Barrios, Rubylin G Basri, Nurul Ain Nabillah Binti Bauzir, Arij Fathir Enanoria, Cristine Joy Hendriyana Hendriyana Kurnia, Nova Masjudin WULANDARI, WIDYA Yuntawati