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All Journal AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Journal on Smart Learning Technologies
Arsyananda Rabbani
Universitas Negeri Surabaya
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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TINGKAT PENGGUNAAN GENERATIVE AI DALAM PENYELESAIAN MASALAH MATEMATIKA PADA SISWA SMP DI KABUPATEN MAGETAN Wanda Ani Nizar Auliya; Nagita Dyah Febrianti; Maraftul Afdilia; Rahma Zahyatul Ni'mah; Nofa Fitri Oktavia; Arsyananda Rabbani
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/bpj7tn54

Abstract

This study aims to analyze the level of Generative AI usage in assisting junior high school students in solving mathematics problems in Magetan Regency. The research employed a descriptive quantitative approach with a snowball sampling technique. Data were collected through an online questionnaire using Google Forms with a Likert scale. The participants consisted of 120 students from various grade levels. The results indicate that the level of Generative AI usage falls within the moderate to high category, with most students using it primarily to obtain quick answers. Some students also utilize AI to understand problem-solving steps and mathematical concepts. Students’ perceptions of Generative AI are generally positive, particularly in terms of time efficiency and ease of learning. However, several challenges were identified, including dependency on AI, potential inaccuracies in responses, and limited internet access. These findings suggest that Generative AI has significant potential as a learning support tool, but its use needs to be guided to promote conceptual understanding and critical thinking skills. Therefore, the role of teachers and appropriate educational policies is essential in effectively integrating this technology into mathematics learning.
The analysis of inquiry-based learning needs at the Radya Pustaka Museum for strengthening historical literacy among secondary school students Tyasanti Kusumo Dewanti; Arsyananda Rabbani
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.v1i1.42724

Abstract

This study explores the role of inquiry-based learning (IBL) in enhancing historical literacy among secondary school students at the Radya Pustaka Museum. Historical literacy is a critical aspect of secondary education, as it equips students with the analytical skills needed to understand the complexities of historical events and their impact on contemporary society. However, traditional history education often relies on passive learning, focusing primarily on memorization rather than critical engagement with historical narratives. This study identifies key learning needs of students, such as the need for greater engagement with historical content, the development of critical thinking, research skills, and historical empathy. The research emphasizes the potential of inquiry-based learning, which encourages students to actively explore, question, and analyze historical sources, as a means of fostering deeper understanding and critical thinking. The Radya Pustaka Museum provides a unique opportunity for implementing inquiry-based learning, as it offers a wealth of primary sources and artifacts that can facilitate active, hands-on learning. This study examines the benefits of integrating IBL into the museum context, highlighting the museum's role in helping students develop critical research skills, engage with historical material, and foster historical empathy. It also addresses the challenges of implementing inquiry-based learning, such as time constraints, teacher training, and curriculum integration. Despite these challenges, the study demonstrates that inquiry-based learning in the museum setting can significantly enhance students' historical literacy, providing a more dynamic and engaging approach to history education. The findings suggest that inquiry-based learning, when effectively integrated into museum education, can improve historical literacy and help students become more informed, critical, and empathetic individuals.
Co-Authors Maraftul Afdilia Nagita Dyah Febrianti Nofa Fitri Oktavia Rahma Zahyatul Ni'mah Tyasanti Kusumo Dewanti Wanda Ani Nizar Auliya