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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Dian Kurniasari
Universitas Tiga Serangkai
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KECEMASAN MATEMATIKA PADA SISWA BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSIF: META-ANALISIS DAN STUDI EMPIRIS TENTANG MEKANISME KOGNITIF DAN EMOSIONAL Intan Rofiah; Amin Sulistiyowati; Dian Kurniasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.35507

Abstract

This study aims to understand mathematics anxiety in Children with Special Needs (ABK) in the context of inclusive schools, a topic that has not been widely researched so far. The study used a combined approach, combining a meta-analysis review from 14 reputable journals with an analysis of empirical data from 61 primary school students (7 ABK and 54 non-ABK). The aim was to analyze the relationship between math anxiety and teacher support. This research focuses on three specific mechanisms experienced by ABK: cognitive (related to working memory or memory), emotional (related to learning fear or trauma), and relational (related to teacher support). To ensure that the analysis was valid despite the limited number of ABK samples, the study used a special statistical technique called bootstrap resampling (with 1000 iterations). The main results were quite surprising and contrasting: In general, there was no significant difference in the level of math anxiety reported between ABK students (mean 2.09) and non-ABK students (mean 2.04). However, one critical behavioral difference was identified: ABK students significantly more often procrastinated on math assignments (p=0.025). Further analysis revealed that the main cognitive factor linking anxiety to achievement was working memory (memory to process information) (β = –0.13 to –0.27), not basic numeracy skills. This shows the existence of layered cognitive vulnerability in crew members, where the limitations of existing working memory are exacerbated by anxiety. Positively, students' perceptions of teacher support were found to be equal in both groups. This demonstrates equitable and non-discriminatory support practices in the school environment
STRUKTUR INTELEKTUAL DAN CELAH DESAIN AI ADAPTIF: ANALISIS BIBLIOMETRIK PENELITIAN PENDIDIKAN DASAR Dian Kurniasari; ⁠Intan Rofi’ah; ⁠Rahmatika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is critically examines the integration of Artificial Intelligence (AI) into Adaptive Learning Systems (ALS), specifically within the context of Elementary School research. The study aims to map the theoretical foundation, identify thematic trends, and reveal significant design gaps in this research field. Bibliometric Analysis was applied to 77 documents indexed in the Scopus database, covering the period from 2015 to 2025. The analysis applied included publication performance analysis, author co-citation analysis to uncover the intellectual structure, and keyword co-occurrence analysis for thematic trend mapping. The results show a significant surge in publications post-2021, reaching 23 documents in 2024, with Uzbekistan as the largest volume contributor. Co-citation analysis confirms that the intellectual structure of this field is shaped by authors from East Asia. The thematic cluster analysis reveals a dominant focus on AI technology, adaptive pedagogy, and learner performance. This study concludes that despite the field having a stable theoretical foundation, there is a mismatch in geographical and thematic focus, leading to fundamental design gaps. These crucial gaps include a lack of attention to children's data ethics, the integration of the teacher's role, and pedagogical design models that are less suited to the elementary education context
Co-Authors Amin Sulistiyowati Intan Rofiah ⁠Intan Rofi’ah ⁠Rahmatika