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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Ijarme Papanda Journal of Community Service
Hartanto, Ahmad Iqbal
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Mapping research trajectories on didactics and praxeology in mathematics education: A bibliometric analysis Nurhaeni, Puput Indiriyani; Ismayanti, Syifa; Utami, Wulan Putri; Hartanto, Ahmad Iqbal
Al-Mufid Vol 2 No 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v2i2.2523

Abstract

This study presents a bibliometric analysis of research on didactics and praxeology in mathematics education between 2007 and 2024. Drawing on 312 Scopus-indexed publications, the analysis maps publication trends, citation performance, thematic clusters, and country-level contributions. Findings reveal three phases of research development: early epistemological debates (2007–2012), expansion into teacher education and professional development (2013–2018), and a recent focus on didactical design, learning obstacles, and cultural relevance (2019–2024). Citation indicators highlight foundational works by Chevallard, Straesser, and Winsløw, alongside emerging contributions linking theory to classroom practice. Thematic cluster analysis identifies four main domains: didactic foundations, teacher education, learning processes, and equity in mathematics education. Geographically, Europe remains the intellectual hub, but growing contributions from Indonesia, Brazil, and South Africa signal increasing global diffusion. The study concludes that didactics and praxeology have evolved into a legitimate and dynamic research domain that bridges theoretical discourse with practical applications, offering implications for researchers, teacher educators, policymakers, and classroom practice
Reflective integration of generative artificial intelligence (ChatGPT) in mathematics teacher education: preservice teachers' pedagogical reasoning and lesson design Cahyaningsih, Ujiati; Hartanto, Ahmad Iqbal
Al-Mufid Vol 3 No 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v3i1.2835

Abstract

This study examines the interaction of preservice mathematics teachers (PSTs) with Generative Artificial Intelligence (GAI), specifically ChatGPT, during the lesson design and reflective microteaching processes. The research aims to explore how PSTs evaluate mathematical reasoning, adapt pedagogical ideas, and develop reflective practices when using ChatGPT as a cognitive and pedagogical partner. Employing a qualitative descriptive design, the study involved 14 PSTs enrolled in a Mathematics Learning Strategy course at Universitas Majalengka, Indonesia. Data were collected through lesson plans, ChatGPT interaction transcripts, reflective journals, and post-teaching reports, then analyzed using open, axial, and selective coding following Charmaz (2006) and Saldaña (2016). The analysis revealed three major themes: Critical Statistical Reasoning and AI Evaluation, AI as a Reflective Catalyst for Pedagogical Decision-Making, and Pedagogical and Conceptual Constraints of AI Guidance. Results showed that ChatGPT supported PSTs in reformulating objectives, identifying misconceptions, and improving pedagogical structure, but its reasoning occasionally contained conceptual errors in statistics. PSTs perceived ChatGPT as a reflective stimulus rather than a final pedagogical authority, highlighting the need for guided reflection and AI literacy. The study concludes that GAI can foster critical and adaptive thinking when integrated with mentoring and reflective scaffolds. These findings contribute to the growing body of knowledge on AI-supported teacher education, offering implications for curriculum design and the development of AI literacy in mathematics pedagogy.
Co-Authors Ismayanti, Syifa Mohamad Gilar Jatisunda Nurhaeni, Puput Indiriyani Ujiati Cahyaningsih Utami, Wulan Putri