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Lalu Syamsul Hak Elsani
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LOGIKA: Jurnal Pendidikan Matematika
Published by Gema Cendekia Institute
ISSN : -     EISSN : 31102506     DOI : https://doi.org/10.71094/logika
Core Subject : Education,
Education Mathematics Other
LOGIKA: Jurnal Pendidikan Matematika (e-ISSN: 3110-2506) is scientific publication platform that features research findings, theoretical studies, learning model development, media innovations, and policy analyses in the field of mathematics education. This journal aims to serve as a forum for the exchange of information and ideas among researchers, educators, students, and practitioners to enhance the quality of mathematics learning at various levels of education. LOGIKA journal is a collection of research articles and studies of lecturers, researchers, teachers, and students in the scope of mathematics education that has not been published elsewhere. The scopes of this Journal are mathematics learning models, media & technology in mathematics learning, mathematical thinking processes, mathematics learning assessment, the curriculum in mathematics learning, professional development of mathematics teachers, and ethnomathematics in mathematics learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
 1   2 
Integrating Artificial Intelligence in Mathematics Learning to Improve Conceptual Understanding Hamidin, Ahmad; Muslim, Buhari
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2026): LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.327

Abstract

The rapid development of Artificial Intelligence (AI) has brought significant changes in various fields, including education. In mathematics learning, AI offers opportunities to improve students' conceptual understanding through adaptive, personalized, and data-driven learning. This article aims to examine the integration of Artificial Intelligence in mathematics learning and its contribution to improving students' conceptual understanding. The research method used is a systematic literature review of national and international journal articles relevant to the topic of AI and mathematics education. The results of the study indicate that the application of AI, such as intelligent tutoring systems, learning analytics, and educational chatbots, can help students understand mathematical concepts more deeply, reduce misconceptions, and increase learning engagement. However, AI integration also faces challenges, including teacher readiness, ethical data use, and gaps in technology access. Therefore, an appropriate implementation strategy is needed so that the use of AI in mathematics learning can be effective and sustainable.
STEM-Based Mathematics Learning: Challenges and Opportunities in the Digital Age Destiani, Ramita; Maulida, Fazila
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2026): LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.329

Abstract

Mathematics learning in the digital era faces complex challenges along with the demands of mastering 21st-century skills. One approach deemed relevant to address these challenges is STEM (Science, Technology, Engineering, and Mathematics)-based learning. This approach emphasizes interdisciplinary integration, contextual problem-solving, and the use of technology in the learning process. This study aims to analyze the challenges and opportunities for implementing STEM-based mathematics learning in the digital era. The method used was a systematic literature review of national and international journal articles published in the last ten years. The results of the study indicate that STEM-based mathematics learning has great potential to improve students' conceptual understanding, critical thinking skills, creativity, and numerical literacy. However, its implementation still faces various obstacles, such as limited teacher competency, technological infrastructure readiness, and suboptimal curriculum integration. Therefore, strengthening strategies are needed through teacher professional development, policy support, and the provision of equitable digital learning facilities.
Students' Cognitive Abilities and Self-Regulated Learning in Digital Mathematics Learning Adnan, Agus; Putri, Izoya
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2026): LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.332

Abstract

Advances in educational technology have encouraged the integration of digital learning into mathematics learning, so the main challenge faced is how students can optimize their cognitive abilities and self-regulated learning (SRL) in digital environments. Students' cognitive abilities—which include thinking processes, conceptual understanding, and mathematical reasoning—are key to the success of digital mathematics learning. Meanwhile, SRL, as students' ability to plan, monitor, and evaluate their own learning process, plays a crucial role in regulating the effective use of digital resources, including time management, learning strategies, and emotional regulation. This article describes the relationship between students' cognitive abilities and SRL in the context of digital mathematics learning and the factors that influence both aspects. The study results indicate that the use of digital learning technology combined with strategies to enhance SRL can improve students' conceptual understanding and mathematical problem-solving skills. The interaction between cognitive abilities and SRL also strengthens the role of metacognition in helping students learn independently and effectively in digital environments. This study proposes a learning model that combines digital features with scaffolding techniques designed to strengthen students' cognition and self-regulation to improve mathematics learning outcomes.
Bibliometric Analysis of ESD Research in Mathematics Education and Students’ Mathematical Abilities Tita Azzahra, Sevilla; Angraini, Lilis Marina
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2026): LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.334

Abstract

This study aims to analyze the trend of scientific publications regarding the application  of Education for Sustainable Development (ESD) in mathematics learning to students' mathematical abilities in the 2020–2025 period. The method used is bibliometric analysis by utilizing article data from Google Scholar through Harzing's Publish or Perish (PoP) and analyzed using VOSviewer software. A total of 991 articles were analyzed to examine the development of publications, citation patterns, and the relevance of research themes. The results showed a significant increase in the number of publications, with a total of 9,304 citations and an h-index value of 46. The focus of research shifted to the topics of mathematical problem-solving, creative thinking skills, STEM integration, and the implementation of ESD-based curriculum. However, the theme of the effectiveness of the application of ESD on students' mathematical abilities directly is still relatively limited. This research is important because there have not been many studies that systematically map the direction, dominant focus, and gaps of ESD research in mathematics learning, so that it has the potential to hinder the development of sustainable and targeted research. The impact of this research is to provide a strategic reference basis for researchers and educators in developing advanced research and ESD-based mathematics learning innovations that are relevant and have an impact on strengthening students' mathematical abilities
Integration of Digital Technology in Mathematics Learning: A Review of the Literature on Pedagogical and Cognitive Impacts Aji Muliardi Akbar, Lalu; Azahra, Qiara
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2026): LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.354

Abstract

The integration of digital technology in mathematics learning is a strategic issue in line with the demands of strengthening high-level thinking skills and transforming education in the digital era. This study aims to comprehensively analyze the pedagogical and cognitive impact of the integration of digital technology in mathematics learning based on the latest empirical findings. The method used is a systematic literature review of peer-reviewed articles published in the period 2020–2025 and indexed in reputable databases, such as Scopus, Web of Science, ERIC, and Google Scholar. The analysis is carried out through narrative and thematic synthesis by grouping the findings into pedagogical and cognitive dimensions. The results of the study show that the integration of digital technologies, including visualization devices, interactive media, and artificial intelligence, contributes positively to improving the quality of mathematics learning, especially in terms of cognitive engagement, conceptual understanding, and the development of mathematical reasoning. However, the effectiveness of technology integration is highly dependent on pedagogical design, teachers' digital pedagogical competencies, and institutional support. In conclusion, digital technology is not deterministic, but functions optimally as a pedagogical instrument when consciously cognizant and contextual are integrated. This study makes a theoretical and practical contribution to the development of meaningful and sustainable technology-based mathematics learning.

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