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All Journal ACADEMIA: Jurnal Inovasi Riset Akademik Inovasi Matematika (Inomatika)
Putri, Prismadian Amalia
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Education Mathematics Other

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Junior High School Students’ Geometry Ability Based on Van Hiele Level’s Thinking Putri, Prismadian Amalia; Subanji; Santi Irawati
Jurnal Inovasi Matematika Vol 6 No 1 (2024): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v6i1.439

Abstract

The ability to solve problems and logical thinking of students can be grown by studying Geometry. However, the reality in the field and some research in Indonesia shows that the geometric thinking ability of junior high school students is still relatively low. This study aims to examine the geometric thinking ability of junior high school students according to Van Hiele Theory. This research is a qualitative study with a descriptive approach, which was conducted in one of the junior high schools in Pringsewu Regency involving 28 students of class VIII. One student was selected to represent levels 1, 2, 3, and 4 Van Hiele as the research subject. Data collection was carried out using multiple choice tests and interviews. Data analysis techniques were conducted with data reduction, data presentation, and conclusion drawing stages. The data originality technique was carried out by triangulation, in which the researcher compared the test data with the results of student interviews. The results showed that level 1 students (28.57%) could recognize and name geometric shapes visually; level 2 students (14.28%) could study geometric shapes by observing and mentioning the properties of the shapes; level 3 students (7.14%) could make connections between various geometric shapes and detect general properties of certain geometry; level 4 students (3.57%) could distinguish and make simple conclusions about the shapes and properties of shapes. Kata kunci: berpikir geometri, level van hiele, siswa SMP.
ARTIFICIAL INTELLIGENCE AND DIGITAL INNOVATION IN MATHEMATICS EDUCATION FOR CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW Putri, Prismadian Amalia; Sutriningsih, Naning; Suminto, Suminto
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i2.10656

Abstract

This study presents a systematic literature review on artificial intelligence and digital innovation in mathematics education for critical thinking. The review aimed to identify research trends, forms of implementation, major findings, and research gaps in the literature. The study employed a Systematic Literature Review design guided by the PRISMA framework. Data were collected from the Scopus database. The initial search yielded several hundred records, which were filtered based on publication years 2020–2025, English language, open access status, subject area Mathematics, and source type Journal. After the filtering and screening process, 25 articles were selected for the final synthesis. The findings show that the literature on critical thinking in mathematics education is broader than the literature directly addressing artificial intelligence. Most studies focused on pedagogical approaches such as inquiry-based learning, realistic mathematics education, proof, problem solving, and computational thinking, while only a limited number of studies explicitly examined AI or generative AI in mathematics education. The review indicates that artificial intelligence and digital innovation have strong potential to support critical thinking through interactive learning environments, AI-assisted problem solving, and digitally mediated instruction. However, their contribution depends heavily on pedagogical design, teacher mediation, and the extent to which technology supports genuine mathematical reasoning. The review concludes that the integration of artificial intelligence in mathematics education remains an emerging field and requires stronger empirical evidence, clearer conceptualization, and more context-sensitive implementation to enhance critical thinking effectively.
Co-Authors Naning Sutriningsih Subanji Suminto Suminto