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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Annisa Maulidiyah Rahmi Lestari
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PEMANFAATAN MODEL DEEP LEARNING (CHATGPT) DALAM DETEKSI KESALAHAN PENYELESAIAN SOAL MATEMATIKA: STUDI PERBANDINGAN PENILAIAN OTOMATIS DAN MANUAL Dwi Lestari; Audi Alexandra Zeliyanti; Yonisa Aisyah Fitri; Annisa Maulidiyah Rahmi Lestari; Netriwati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38579

Abstract

This study aims to analyze the effectiveness of deep learning models, particularly ChatGPT, in detecting errors in students’ mathematical problem-solving processes and to compare automated assessment results with manual assessment conducted by lecturers. The research employed a quantitative descriptive-comparative approach involving 37 first-semester university students in a mathematics education program. Data were collected through written essay tests on plane geometry topics, questionnaires, and documentation. The written responses were assessed manually by lecturers and automatically by ChatGPT, focusing on conceptual, procedural, and computational errors. Data analysis used descriptive statistics and comparative analysis to examine score differences and consistency between the two assessment methods. The results show that the average score differences between manual assessment and ChatGPT assessment were relatively small, ranging from 0.4 to 4.5 points, indicating a high level of accuracy and consistency of the automated system. ChatGPT demonstrated advantages in efficiency, objectivity, and speed of assessment, while manual assessment remained superior in interpreting implicit reasoning and contextual understanding. These findings suggest that ChatGPT has strong potential as an automated assessment tool to support mathematics educators, particularly in identifying student error patterns systematically, although human judgment is still necessary for comprehensive pedagogical interpretation.
PENERAPAN MODEL INQUIRY BASED LEARNING TERHADAP KEMAMPUAN MATHEMATICAL REASONING MAHASISWA Audi Alexandra Zelliyanti; Yonisa Aisayah Fitri; Annisa Maulidiyah Rahmi Lestari; Netriwati; Dwi Lestari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43677

Abstract

This study aims to determine the implementation of the Inquiry Based Learning model on students' mathematical reasoning abilities. The research employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The sample consisted of 40 students, including 20 students in the experimental class and 20 students in the control class. Data were collected through a mathematical reasoning ability test and an inquiry questionnaire. The instrument testing results showed a Cronbach’s Alpha value of 0.979, indicating very high reliability, and all questionnaire items were declared valid because the Corrected Item-Total Correlation values were greater than 0.30. Descriptive statistical results showed that the average posttest score of the experimental class was 94.85, higher than that of the control class at 91.45. However, the independent sample t-test result showed a significance value of 0.229 > 0.05, indicating that there was no statistically significant difference between the two classes. Nevertheless, the Inquiry Based Learning model demonstrated a positive tendency in improving students’ mathematical reasoning abilities and encouraging active participation in the learning process.
Co-Authors Audi Alexandra Zeliyanti Audi Alexandra Zelliyanti Dwi Lestari Netriwati Yonisa Aisayah Fitri Yonisa Aisyah Fitri