Pengaruh Pemanfaatan ChatGPT secara Terbimbing terhadap Kemampuan Pemecahan Masalah Matematis
DOI:
https://doi.org/10.53696/venn.v5i5.662Keywords:
Artificial Intelligence, Mathematical Problem Solving, Problem Based Learning, Mathematics LearningAbstract
This study aims to examine the effect of Artificial Intelligence (AI) utilization on students' mathematical problem-solving ability among eleventh-grade students at SMAN 1 Wondama, West Papua. This study employed a quantitative approach with a quasi-experimental pretest-posttest control group design. The sample consisted of two classes, namely class XI Science 1 as the experimental group that used AI (ChatGPT) during the learning process and class XI Science 2 as the control group that received conventional instruction. Data were collected through a HOTS-based essay test of mathematical problem-solving ability, an AI-use questionnaire, and a student-activity observation sheet. Data were analyzed using normality, homogeneity, N-Gain, t-test, and effect size analyses. The results indicate that the improvement in mathematical problem-solving ability was higher in the class that used ChatGPT in a guided manner than in the conventional class (N-Gain of 0.62 versus 0.38; t = 3.15 > t table = 1.99; Cohen's d = 0.71), leading to the conclusion that guided AI utilization has a positive and significant effect on students' mathematical problem-solving ability. Questionnaire and observation data further indicate that this improvement was more pronounced among students who used AI reflectively than among those who merely copied answers, suggesting that usage attitude serves as a supporting factor alongside the main treatment.
Downloads
References
Arwadi, F., Rahman, M. S., & Rumite, W. (2026). Pengaruh pembelajaran matematika berbantuan generative artificial intelligence terhadap kemampuan pemecahan masalah matematis mahasiswa. Cakrawala, 5(1), 115–120. https://doi.org/10.28989/cakrawala.v5i1.4064
Baidawi, M., Octavianti, C. T., & Bachtiar, A. H. (2025). Integrating AI literacy in solving linear programming problems: A study with prospective teachers using Madura Batik contexts. Jurnal Pendidikan Matematika, 11(2), 117–128. https://doi.org/10.33474/jpm.v11i2.24033
Dao, X. Q., & Le, N. B. (2023). Investigating the effectiveness of ChatGPT in mathematical reasoning and problem solving: Evidence from the Vietnamese national high school graduation examination. arXiv Preprint arXiv:2306.06331. https://doi.org/10.48550/arXiv.2306.06331
Egara, F. O., & Mosimege, M. (2024). Exploring the integration of artificial intelligence-based ChatGPT into mathematics instruction: Perceptions, challenges, and implications for educators. Education Sciences, 14(7), 742. https://doi.org/10.3390/educsci14070742
Hwang, G.-J., & Tu, Y.-F. (2021). Roles and research trends of artificial intelligence in mathematics education: A bibliographic mapping analysis and systematic review. Mathematics, 9(6), 584. https://doi.org/10.3390/math9060584
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
Mustafa, M. (2023). Aktivitas siswa dalam memecahkan masalah matematika dengan berpikir komputasi berbantuan Chat-GPT. Mathema: Jurnal Pendidikan Matematika, 5(2), 283–298. https://doi.org/10.33365/jm.v5i2.3469
Pardos, Z. A., & Bhandari, S. (2024). ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills. PLOS ONE, 19(5), e0304013. https://doi.org/10.1371/journal.pone.0304013
Polya, G. (1945). How to Solve It: A New Aspect of Mathematical Method. Princeton University Press.
Seto, S. B., Kade, G., Lestari, M. I., Sene, M. T., Muga, K. V., & Tenggong, Y. (2025). Pengaruh penggunaan aplikasi Mathos AI dalam meningkatkan kemampuan pemecahan masalah matematika siswa kelas X SMAN 1 Nangapanda. De Fermat: Jurnal Pendidikan Matematika, 8(1), 214–222.
Syamsinar, S., & Asfyra, I. B. (2026). Pengaruh model Problem Based Learning (PBL)-4C terhadap kemampuan literasi matematis. VENN: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences, 5(1), 226–234. https://doi.org/10.53696/venn.v5i1.446
Syamsinar, S., Rahman, A., & Dassa, A. (2023). Pengembangan model pembelajaran problem based learning terintegrasi keterampilan abad ke-21. Asian Journal of Education and Social Studies, 48(1), 61–69. https://doi.org/10.9734/ajess/2023/v48i11039
Syamsinar, S., Sa'diyyah, F. N., & Mulyana, M. (2026). Influence of digital literacy on the critical thinking ability of mathematics education students in evaluating digital information. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 6(2), 612–626. https://doi.org/10.51574/kognitif.v6i2.4877
Wardat, Y., Tashtoush, M. A., AlAli, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary tool for teaching and learning mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2286. https://doi.org/10.29333/ejmste/13272
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Syamsinar Syamsinar, Intan Buhati Asfyra
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe on the rights of others).
- they agree to the license and copyright agreement.
All articles published are licensed under Creative Commons Attribution 4.0 International License.
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
