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All Journal Al-Jabar : Jurnal Pendidikan Matematika IJORER : International Journal of Recent Educational Research
Surya, Yohanes
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The The Integration of Mathematics Reading Activities into Mathematics Instruction Selvi Amelia Rahmawati, Rr.; Sopandi, Wahyu; Turmudi, Turmudi; Surya, Yohanes; Rahmat Riyadi, Arie
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1109

Abstract

Mathematics reading, encompassing the comprehension of mathematical texts, symbols, and visual representations, is a critical yet underexplored dimension of numeracy literacy. Many students struggle to connect textual information with mathematical concepts, leading to reduced problem-solving performance, especially in word problems under the National Curriculum. This study aims to examine the effectiveness, types, and impacts of mathematics reading activities, as well as the instructional strategies and classroom conditions that support their integration. Employing a Systematic Literature Review (SLR) of 19 Scopus-indexed empirical studies (2019–2024) using the PRISMA framework, the analysis highlights that activities such as close reading, text-to-symbol transformation, questioning strategies, and digital tools significantly enhance contextual understanding, problem modeling, and complex problem-solving skills. Among the identified approaches, the Gasing Method emphasizing gradual transition from concrete to abstract understanding, mental arithmetic, and intensive reading of problem texts aligns strongly with the needs of numeracy literacy development. Integration is most successful when supported by scaffolding, metacognitive strategies, and a literacy-rich learning environment. These findings suggest that embedding structured mathematics reading activities, including those within the Gasing Method framework, can foster literate, confident, and capable problem-solvers in elementary education while supporting the National Curriculum’s emphasis on contextual and critical thinking
Leveraging GASING pedagogy and AI adoption to enhance problem-solving skills: The mediating roles of learning motivation and mathematical creativity Umam, Khoerul; Susandi, Ardi Dwi; Surya, Yohanes
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.29171

Abstract

Purpose: The rapid integration of Artificial Intelligence (AI) into mathematics education risks fostering "cognitive offloading," in which students passively rely on automated answers rather than developing critical reasoning. Despite this growing concern, prior studies have largely ignored how combining AI with structured, high-impact pedagogy might prevent this technological dependency. Addressing this gap, this study evaluates how integrating GASING pedagogy with AI tools enhances problem-solving proficiency. Specifically, it simplifies complex learning models to investigate how student motivation and mathematical creativity actively mediate the relationship between pedagogy, technology, and cognitive outcomes. Method: Employing an explanatory sequential mixed-methods design, quantitative data were collected from 120 secondary school students (Grade 8, ages 13-14) in Jakarta, Indonesia. The structural relationships were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. This was followed by a focused qualitative thematic analysis of semi-structured interviews and observations to explain the mechanisms driving the statistical results. Findings: The results confirm a serial mediation model in which GASING Pedagogy positively influences Learning Motivation, which, in turn, enhances Mathematical Creativity. Furthermore, Mathematical Creativity was found to be a significant mediator between AI Adoption and Problem-Solving proficiency. Qualitatively, students perceive the synergy between GASING and AI as simplifying complex tasks and stimulating divergent thinking, positioning human creativity as a critical 'gatekeeper' for validating AI-generated outputs. Significance: This research shifts the discourse from AI dependency toward a distributed cognition framework. Theoretically, it establishes creativity as an essential mediator in digital mathematics pedagogy. In practice, it provides educators with a protocol for balancing automated tools with pedagogical scaffolding, cultivating adaptive problem-solvers capable of rigorous intellectual verification.
Co-Authors Ardi Dwi Susandi Khoerul Umam, Khoerul Rahmat Riyadi, Arie Selvi Amelia Rahmawati, Rr. Turmudi Wahyu Sopandi