Tautologi: Journal of Mathematics Education

DESKRIPSI DAMPAK PENGGUNAAN TEKNOLOGI ARTIFICIAL INTELLIGENCE (AI) TERHADAP KUALITAS PEMBELAJARAN MATEMATIKA SISWA

Miftahul Jannah — 2026-09-30

Abstract

This study aims to describe the impact of Artificial Intelligence (AI) technology on the quality of mathematics learning among Grade XII students at MAN 2 Soppeng. The study employed a qualitative descriptive approach with a case study design. Data were collected through classroom observations, open-ended questionnaires administered to 16 students, and semi-structured interviews with a mathematics teacher and selected students representing high, medium, and low perception categories. Data analysis followed Creswell’s qualitative analysis procedures, including data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source and technique triangulation. The results revealed that the use of AI positively influenced the quality of mathematics learning, with an average observation score of 85.56% categorized as very good. AI-assisted applications such as GeoGebra, ChatGPT, and Quizizz supported teachers in visualizing abstract mathematical concepts and enhanced student engagement, motivation, and learning independence. Supporting factors included the availability of digital devices and the effectiveness of AI-based visualization tools. However, limitations in internet access and the potential for student dependency on technology remained significant challenges. Therefore, teachers are encouraged to strengthen their pedagogical competence in integrating AI, while schools should improve technological infrastructure to support effective implementation.

ANALISIS KEMAMPUAN LITERASI MATEMATIKA SISWA SMP NEGERI 2 SUPPA

Nurul Amatullah — 2026-09-30

Mathematical literacy is an essential competency that enables students to formulate, apply, and interpret mathematics in solving real-life problems. However, Indonesian students' mathematical literacy remains relatively low, particularly in geometry topics such as solid geometry. This study aimed to describe the mathematical literacy skills of eighth-grade students on solid geometry and identify the factors influencing those skills. The research employed a descriptive qualitative approach involving students of class VIII.1 at SMP Negeri 2 Suppa. Data were collected through mathematical literacy tests, semi-structured interviews, and classroom observations. The collected data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The validity of the findings was ensured through methodological triangulation. The findings revealed that students' mathematical literacy skills were generally categorized as low across the three indicators of mathematical literacy. Students experienced difficulties in formulating contextual problems into mathematical models, selecting and applying appropriate mathematical concepts and procedures, and interpreting as well as communicating solutions according to the problem context. Furthermore, the study identified several factors affecting students' mathematical literacy skills, including internal factors such as low reading interest, limited learning motivation, and inadequate understanding of fundamental mathematical concepts, as well as external factors including less varied instructional strategies and the limited use of learning media. These findings indicate the need for learning strategies that promote contextual problem-solving, active student engagement, and mathematical literacy-oriented instruction to improve students' mathematical literacy skills in learning solid geometry.

PENGEMBANGAN PANDUAN DIGITAL SIAKAD (SIKAP) MODEL ADDIE UNTUK MENDUKUNG BIMBINGAN SKRIPSI MAHASISWA PENDIDIKAN MATEMATIKA

Zulkarnain — 2026-09-30

This study aims to develop a digital guide for the Academic Information System (SIAKAD), referred to as SIKAP (Sistem Informasi Akademik Aktif dan Praktis / Active and Practical Academic Information System), as a supporting medium for improving the effectiveness of thesis supervision among Mathematics Education students. The primary problem identified was the low utilization of the thesis supervision features within SIAKAD, attributed to the absence of a systematic and comprehensible guide. This study employed the ADDIE development model, encompassing the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects consisted of 21 students from the Mathematics Education Study Program at FTIK UIN Palopo. The results revealed that the SIKAP digital guide achieved an average score of 4.53 out of 5.00, classified as "very good." Score ranges for each indicator fell between 4.29 and 4.71, indicating a high level of user acceptance and perceived benefit. The guide was found to effectively enhance students' understanding of the system, foster independent learning (self-regulated learning), and improve the effectiveness of digital-based thesis supervision. These findings confirm that the ADDIE model is an appropriate approach for developing digital learning media, as it produces products that are not only well-designed but also effective in real-world application.

PROFIL DAN FAKTOR PEMBEDA LITERASI MATEMATIKA SISWA BERDASARKAN TINGKAT KEMAMPUAN MATEMATIKA: SYSTEMATIC LITERATURE REVIEW

Abdul Rahman — 2026-09-30

Mathematical literacy requires students to formulate situations mathematically, employ mathematical concepts and procedures, and interpret and evaluate results in context. This systematic review examined the literacy profiles of secondary students with high and moderate mathematics ability, compared their performance across the formulate–employ–interpret processes, identified reported differentiating factors, and mapped the criteria used to construct ability groups. Following PRISMA 2020, Google Scholar searches were conducted through Publish or Perish using English and Indonesian query families for publications from 2020 to 2026. Of 4,900 records, 2,154 duplicates were removed and 2,746 unique records were screened. Forty full-text reports were assessed, seven were excluded, and 33 studies were included. Eleven studies formed ability groups independently of the literacy outcome and constituted the main synthesis; 22 studies derived groups from the same literacy score and were synthesized separately. High-ability students generally demonstrated more complete modelling, strategic selection, procedural execution, reasoning, and contextual interpretation. Moderate-ability students could often understand and formulate relatively simple problems, but their performance became less consistent in multistep procedures, checking, and interpretation. Interpreting and evaluating results emerged as the most consistent discriminator. Recurrent factors included prior mathematical knowledge, contextual comprehension, representation, strategy selection, accuracy, reasoning, reflection, and communication. Nevertheless, high mathematics ability did not uniformly guarantee high literacy. Heterogeneous thresholds and outcome-derived grouping restrict cross-study comparability; therefore, substantive conclusions should rely primarily on the 11 independently grouped studies.

PENGARUH MODEL FERA TERHADAP PENALARAN DEDUKTIF MATEMATIS PESERTA DIDIK

Nurul Alya — 2026-09-30

This study aimed to determine the effect of the Focus, Explore, Reflect, Apply (FERA) learning model on the mathematical deductive reasoning ability of seventh-grade students at UPTD SMP Negeri 6 Parepare. This research employed a quasi-experimental method using a Posttest-Only Control Group Design. The sample consisted of 49 students, with 25 students in the control class taught through conventional learning and 24 students in the experimental class taught using the FERA learning model. Data were collected through a mathematical deductive reasoning test that had met content validity requirements and were analyzed using descriptive and inferential statistics. The results showed that the mean score of students' mathematical deductive reasoning ability in the control class was 55.08, categorized as low, while the experimental class achieved a mean score of 79.79, categorized as high. The results of the Independent Sample t-Test indicated a significant difference between students taught using the FERA learning model and those taught through conventional learning (p < 0.05). Furthermore, the effect size analysis yielded a Cohen's d value of 3.223, indicating a very large effect. It can be concluded that the Focus, Explore, Reflect, Apply (FERA) learning model has a significant and strong effect on improving the mathematical deductive reasoning ability of seventh-grade students at UPTD SMP Negeri 6 Parepare.

PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN GEOGEBRA TERHADAP KEMAMPUAN PENALARAN INDUKTIF MATEMATIS SISWA

Siti Nur Annisa — 2026-09-30

Penalaran induktif matematis merupakan keterampilan penting yang harus dikembangkan dalam pembelajaran matematika karena memungkinkan siswa untuk mengidentifikasi pola, merumuskan dugaan, dan menarik kesimpulan berdasarkan fakta yang diamati. Namun, kemampuan penalaran induktif siswa masih relatif rendah, menunjukkan perlunya media pembelajaran yang mendorong pembelajaran aktif dan interaktif. Penelitian ini bertujuan untuk menguji pengaruh media pembelajaran GeoGebra terhadap kemampuan penalaran induktif matematis siswa SMA. Penelitian kuantitatif ini menggunakan metode pra-eksperimental dengan menggunakan Desain Pretest–Posttest Satu Kelompok. Sampel terdiri dari 31 siswa kelas XI Matinulu 5 di UPT SMA Negeri 4 Parepare, yang dipilih melalui purposive sampling. Instrumen penelitian meliputi tes penalaran induktif matematis yang telah divalidasi dan lembar observasi aktivitas siswa. Data dianalisis menggunakan statistik deskriptif dan inferensial melalui Uji t Satu Sampel. Hasil penelitian menunjukkan bahwa nilai rata-rata siswa meningkat dari 46,16 pada pretest menjadi 77,52 pada posttest. Rata-rata skor N-Gain adalah 0,57, yang dikategorikan sedang. Aktivitas belajar siswa dikategorikan aktif, sedangkan uji hipotesis menghasilkan nilai signifikansi 0,000 < 0,05, yang menunjukkan pengaruh signifikan media pembelajaran GeoGebra terhadap kemampuan penalaran induktif matematika siswa. Oleh karena itu, GeoGebra dapat dianggap sebagai media pembelajaran alternatif yang efektif untuk meningkatkan kemampuan penalaran induktif matematika siswa.