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All Journal Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Journal on Smart Learning Technologies
Iwan Maulana
Universitas Negeri Surabaya
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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GENERATIVE ARTIFICIAL INTELLIGENCE IN MATHEMATICS EDUCATION: A SYSTEMATIC REVIEW OF DATA-DRIVEN APPLICATIONS, LEARNING THEORIES, AND IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT GOAL Khoirul Anwar; Adelia Sherlyna; Alyssa Marfinda Salsanifa; Havi Ayuning Tyas; Syahda Eka Prayudistyan; Genta Aldi Saputra; Iwan Maulana
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/x224sd70

Abstract

The rapid advancement of generative artificial intelligence (AI) has introduced transformative opportunities in mathematics education, yet its implications for pedagogical practices, learning theories, and sustainable development remain underexplored. This systematic review examines the intersection of generative AI and mathematics education, focusing on data-driven applications, theoretical frameworks, and their alignment with Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education. We synthesize existing research to identify key trends, challenges, and opportunities across multiple dimensions, including higher education, STEM disciplines, adaptive learning, and ethical considerations. By analyzing diverse scholarly works, we uncover how gesnerative AI supports personalized learning, enhances problem-solving skills, and fosters engagement while addressing disparities in educational access. The review highlights the role of generative AI in promoting active learning through interactive tools, yet it also reveals concerns regarding algorithmic bias, data privacy, and the need for teacher preparedness. Our findings suggest that while generative AI holds significant potential to democratize mathematics education, its responsible integration requires robust pedagogical strategies and policy frameworks. The study contributes to ongoing discussions on AI-driven educational innovation by offering evidence-based insights for researchers, educators, and policymakers aiming to harness generative AI for sustainable educational development.
EFEKTIVITAS PENDEKATAN REALISTIC MATHEMATICS EDUCATION BERBASIS SOAL AKM DALAM MENINGKATKAN KEMAMPUAN NUMERASI SISWA UNTUK MENDUKUNG SDGS 4 DI SD X KABUPATEN MAGETAN Isna Qurrotun Aini; Aulia Luthfi Ramadhani; Masayudia Anisa Triyanti; Novi Leny Rahmadhani; Jona Pradigda; Marshya Lutvianes; Iwan Maulana
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/ptws8t64

Abstract

Numeracy skills are essential competencies of the 21st century that play an important role in supporting the achievement of quality education as stated in the Sustainable Development Goals (SDGs) 4. However, the results of the Minimum Competency Assessment (AKM) show that the numeracy skills of elementary school students in Indonesia are still relatively low, which is caused by mathematics learning that tends to be abstract and teacher-centered. This study aims to analyze the effectiveness of the Realistic Mathematics Education (RME) approach based on AKM questions in improving students' numeracy skills. The study used a quantitative method with a quasi-experimental design of one group pretest-posttest. The subjects were students of Elementary School X in Magetan Regency. The instrument used was a validated AKM-based numeracy test, while data analysis was carried out through paired sample t-test statistical tests and N-gain calculations. The results showed that the average student score increased from 57.9 in the pretest to 75.6 in the posttest, with a significance value of 0.000 (<0.05) indicating a significant increase. The N-gain value of 0.42 is in the moderate category, indicating that this approach is quite effective. This finding implies that integrating RME and AKM questions can be an innovative strategy for improving student numeracy while supporting the achievement of SDG 4.
Utilization of Augmented Reality in Facilitating Geography Learning to Improve Spatial Ability of Junior High School Students Hilmawan Wibawanto; Iwan Maulana
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i1.43569

Abstract

Spatial ability is a crucial skill in geography education at the junior high school level; nevertheless, some pupils struggle to comprehend abstract spatial concepts due to the constraints of traditional learning medium. Augmented Reality (AR) serves as a novel solution by offering immersive and contextually interactive 3D visuals. This study seeks to elucidate the application of augmented reality media in geography education and evaluate its impact on enhancing students' spatial skills. The employed research methodology is descriptive qualitative, utilizing a case study approach in two private junior high schools located in Surakarta. Data were gathered via classroom observations, comprehensive interviews with educators and students, and documentation, thereafter analyzed employing the Miles and Huberman framework. The findings indicated that augmented reality was executed in three phases: conceptual inquiry, interactive dialogue, and spatial contemplation. Students demonstrated significant enthusiasm and advancements in spatial orientation, cognitive representation, and comprehension of inter-regional relationships. The challenges encountered comprised insufficient devices, unreliable internet connectivity, and pupils' inadequate early digital literacy. This study suggests that augmented reality is not merely a visual-assistance, but also a potent transformative learning medium for enhancing students' spatial skills. The implication is that the incorporation of AR must be supported by teacher training and infrastructure to ensure its best application in geography education.
Transforming Microteaching through Flipbook for Preparing Future Accounting Educators towards SDG 4 Sri Widi Lestari; Khansha Sindra Irfani; Dwi Puji Astuti; Iwan Maulana
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.108245

Abstract

his study investigates the role of digital innovation in teacher education by integrating a flipbook-based microteaching handbook into the Accounting Education program. Although printed modules remain widely used in microteaching courses, they often fail to effectively engage digital-native student teachers or support the development of essential 21st-century teaching competencies. Using a quasi-experimental pretest–posttest control group design, 60 fifth-semester students were assigned to an experimental group using the digital flipbook and a control group using printed modules. Microteaching performance was assessed through standardized rubric scores. Results showed significantly greater improvement in the experimental group, t(58)=4.37, p&lt;0.001, with a large effect size (Cohen’s d=0.86). The experimental group achieved an 18.3% learning gain compared to 8.1% in the control group. Questionnaire data also indicated positive student perceptions regarding improved understanding (85%), confidence (92%), and motivation (88%). These findings demonstrate that flipbook-based materials not only enhance microteaching performance but also support higher engagement and digital readiness. Integrating interactive digital learning resources into teacher education can therefore contribute to achieving Sustainable Development Goal (SDG) 4, particularly Target 4.c on preparing qualified and digitally competent educators.
Co-Authors Adelia Sherlyna Alyssa Marfinda Salsanifa Aulia Luthfi Ramadhani Dwi Puji Astuti Genta Aldi Saputra Havi Ayuning Tyas Hilmawan Wibawanto Isna Qurrotun Aini Jona Pradigda Khansha Sindra Irfani Khoirul Anwar Marshya Lutvianes Masayudia Anisa Triyanti Novi Leny Rahmadhani Sri Widi Lestari Syahda Eka Prayudistyan