
Enhancing High School Students Problem Solving Ability in Algebra through Artificial Intelligence Based Learning

(1) Politeknik Harapan Bersama, Tegal, Central Java, 52147, Indonesia

AbstractThis research is an experimental study conducted with a population of PGRI 1 Taman Pemalang High School students. The sample consisted of 11th grade students from the odd semester of 2024/2025, selected using cluster random sampling to determine the experimental and control classes. This study aimed to improve students' problem solving skills in algebra in a school environment, focusing on Artificial Intelligence based learning and student independence. The algebra topics covered included linear equations, quadratic equations, polynomials, and systems of linear equations. This research involved two main variables: Artificial Intelligence (AI) and problem-solving ability in algebra. Data was collected using questionnaires, tests, and documentation methods. Data analysis was conducted using a two way ANOVA with factorial interaction in a 2x2 design, supplemented by the Bonferroni test as a post hoc analysis. The results showed that students exposed to Artificial Intelligence-based learning demonstrated significantly higher problem solving ability in algebra compared to students taught with conventional methods. Additionally, students with high independence exhibited better problem-solving ability compared to those with low independence. These findings suggest an interaction effect between Artificial Intelligence based learning and student independence on problem solving ability in algebra. Specifically, students with high independence who underwent Artificial Intelligence based learning achieved the highest problem solving ability compared to all other interaction types. This emphasizes the positive synergistic effect of Artificial Intelligence based learning and student independence in enhancing problem solving ability in algebra.
KeywordsArtificial Intelligence; Problem Solving; Algebra; Mathematics Education
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Article DOIDOI: https://doi.org/10.33122/ijtmer.v7i4.358 |
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Article PagesPages: 9-17 |
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References
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Viseu, F., & Oliveira, I. B. (2012). Open-ended tasks in the promotion of classroom communication in Mathematics. International Electronic Journal of Elementary Education, 4(2), 287–300.
Walpole, R. E. (1995). No Title. In Pengantar statistika / Ronald E. Walpol. Jakarta : Gramedia Pustaka Utama.
Wilkinson, L. C., Bailey, A. L., & Maher, C. A. (2018). Students’ Mathematical Reasoning, Communication, and Language Representations: A Video-Narrative Analysis. ECNU Review of Education, 1(3), 1–22. https://doi.org/10.30926/ecnuroe2018010301
Zakiri, I. K., Pujiastuti, E., & Asih, T. S. N. (2018). The Mathematical Communication Ability based on Gender Difference on Students of 11th Grade by Using Problem-based Learning Model Assisted by Probing Prompting Technique. Unnes Journal of Mathematics Education, 7(2), 78–84. https://doi.org/10.15294/ujme.v7i2.20645
Aisyah, E. N., Wulandari, R. T., Mastutik, E., Wahyuni, S., & Harjati, N. (2018). Strategy for Investing the Value of Nationalism Characters through Fairytale and Dance for Early Childhood.
Ambarwati, D., & Kurniasih, M. D. (2021). Pengaruh Problem Based Learning Berbantuan Media Youtube Terhadap Kemampuan Literasi Numerasi Siswa. 05(0), 2857–2868.
Angraini, L. M. (2019). the Influence of Concept Attainment Model in Mathematical Communication Ability At the University Students. Infinity Journal, 8(2), 189. https://doi.org/10.22460/infinity.v8i2.p189-198
Anjarwati, D., Juandi, D., Nurlaelah, E., & Hasanah, A. (2022). Studi Meta-Analisis : Pengaruh Model Discovery Learning Berbantuan Geogebra Terhadap Kemampuan Berpikir Kritis Matematis Siswa. 06(03), 2417–2427.
Ansari, B. I. (2009). Komunikasi matematika konsep dan aplikasi. Banda Aceh : Pena.
Arnidha, Y. (2016). Peningkatan Kemampuan Representasi Matematis Melalui Model Pembelajaran Kooperatif. Jurnal E-DuMath, 2(1), 128–137.
Brokate, M. (2020). Newton and Bouligand derivatives of the scalar play and stop operator. Mathematical Modelling of Natural Phenomena, 15. https://doi.org/10.1051/mmnp/2020013
Cahyadi, M. R., Maryanto, B. P. A., Syaifuddin, M., & Darmayanti, R. (2023). Development of Essay Test Assessment Rubric for Polya Theory-Based Mathematical Problem-Solving. JNPM (Jurnal Nasional Pendidikan Matematika), 7(1), 167. https://doi.org/10.33603/jnpm.v7i1.7724
Eshaq, H. A. (2024). The effect of using STEM education on students’ mathematics achievement. Journal of Pedagogical Research, 8(1), 75–82. https://doi.org/10.33902/JPR.202423476
Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical Connection Ability and Self-Confidence (An experiment on Junior High School students through Contextual Teaching and learning with Mathematical Manipulative). International Journal of Education, 8(1), 1–11. https://ejournal.upi.edu/index.php/ije/article/view/1726
Kuang, Y. (2020). Delay Differential Equations. Encyclopedia of Theoretical Ecology, 15, 163–166. https://doi.org/10.1525/9780520951785-032
Kurniawan, D., Yusmin, E., & Hamdani. (2017). Deskripsi kemampuan komunikasi matematis siswa dalam menyelesaikan soal cerita kontekstual. Jurnal Pendidikan Dan Pembelajaran, 6(2), 1–11.
Nakamura, A. (2016). Self-adaptive e-Learning Website for Mathematics. International Journal of Information and Education Technology, 6(12), 961–965. https://doi.org/10.7763/ijiet.2016.v6.825
Naz Makhdum, F., Rasool Sandhu, H., Batool, T., Khan, S., Faisal, F., & Younas, A. (2023). Effect Of Using Symbolab Calculator In Teaching Simultaneous Equations On Students’ Conceptual Understanding At The Elementary Level In Pakistan: Mathematics Attitude In Technological Corners. Journal of Positive School Psychology , 2023(1), 117–124. https://journalppw.com/index.php/jpsp/article/view/15022
NTCM. (2000). Principles and Standards for School Mathematics. The National Council of Teachers of Mathematics, Inc.
Oumelaid, N., El-Mrabte, F., El-Boukari, B., & Elghordaf, J. (2023). Enhancing Learners’ Performance: Exploring the Combined Impact of Web-Based Mathematics Self-Learning and Homework Resources on Classroom Test Scores. International Journal of Information and Education Technology, 13(12), 1899–1906. https://doi.org/10.18178/ijiet.2023.13.12.2003
Pourdavood, B. R., McCarthy, K., & McCafferty, T. (2020). The impact of mental computation on children’s mathematical communication, problem solving, reasoning, and algebraic thinking. Athens Journal of Education, 7(3), 241–254. https://doi.org/10.30958/aje.7-3-1
Pratiwi, N., & Bekti, R. D. (2017). Pengenalan Software Statistika bagi Siswa SMA untuk Menghadapi Era Big Data Di SMAN 1 MINGGIR. Jurnal Statistika Industri Dan Komputasi, 2(2), 155–160.
Purnomo, Y. (2017). Pengaruh Sikap Siswa pada Pelajaran Matematika dan Kemandirian Belajar Siswa terhadap Prestasi Belajar Matematika. JKPM (Jurnal Kajian Pendidikan Matematika), 2(1), 93. https://doi.org/10.30998/jkpm.v2i1.1897
Rachmawati, & Listiani, W. (2022). Pengembangan Bahan Ajar Komputasi Matematika dan Implementasinya pada Maple Soft untuk Pembelajaran Jarak Jauh. Jurnal Jendela Pendidikan, 02(01), 110–116.
Rachmayani, D. (2014). Penerapan Pembelajaran Reciprocal Teaching untuk Meningkatkan Kemampuan Komunikasi Matematis dan Kemandirian Belajar Matematika Siswa. Jurnal Pendidikan UNSIKA, 2(1), 13–23. https://journal.unsika.ac.id/index.php/judika/article/view/118
Sánchez Paredes, G. M., & Vargas D’Uniam, C. J. (2016). Uso del blog para el desarrollo de la capacidad de comunicación matemática en la Educación Secundaria. Revista Complutense de Educacion, 27(3), 1327–1350. https://doi.org/10.5209/rev_RCED.2016.v27.n3.48462
Sari, N., & Tanzimah, T. (2017). Peningkatan Kemampuan Komunikasi Matematis Mahasiswa pada Mata Kuliah Metode Numerik Melalui Pembelajaran Berbasis MatLab. Jurnal.Univpgri-Palembang.Ac.Id. https://jurnal.univpgri-palembang.ac.id/index.php/prosiding/article/download/1225/1047
SEAQIL. (2022). Mengenal Peran 6C dalam Pembelajaran Abad ke-21. Https://Www.Kemdikbud.Go.Id/. https://www.kemdikbud.go.id/main/blog/2022/09/mengenal-peran-6c-dalam-pembelajaran-abad-ke21
Sundayana, R. (2018). Kaitan antara Gaya Belajar, Kemandirian Belajar, dan Kemampuan Pemecahan Masalah Siswa SMP dalam Pelajaran Matematika. Mosharafa: Jurnal Pendidikan Matematika, 5(2), 75–84. https://doi.org/10.31980/mosharafa.v5i2.262
Viseu, F., & Oliveira, I. B. (2012). Open-ended tasks in the promotion of classroom communication in Mathematics. International Electronic Journal of Elementary Education, 4(2), 287–300.
Walpole, R. E. (1995). No Title. In Pengantar statistika / Ronald E. Walpol. Jakarta : Gramedia Pustaka Utama.
Wilkinson, L. C., Bailey, A. L., & Maher, C. A. (2018). Students’ Mathematical Reasoning, Communication, and Language Representations: A Video-Narrative Analysis. ECNU Review of Education, 1(3), 1–22. https://doi.org/10.30926/ecnuroe2018010301
Zakiri, I. K., Pujiastuti, E., & Asih, T. S. N. (2018). The Mathematical Communication Ability based on Gender Difference on Students of 11th Grade by Using Problem-based Learning Model Assisted by Probing Prompting Technique. Unnes Journal of Mathematics Education, 7(2), 78–84. https://doi.org/10.15294/ujme.v7i2.20645
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