The Effect of the AI-Based Intelligent Tutor Sistem (ITS) on the Understanding of Mathematical Concepts in Grade V Students of SD Negeri 2 Badran, Temanggung
DOI:
https://doi.org/10.62951/icgel.v2i2.190Keywords:
AI, Geometry, ITS, Mathematics, Quasi-experimentalAbstract
This study aims to analyze the effect of the implementation of the Intelligent Tutoring Sistem (ITS) based on Artificial Intelligence (AI) on improving the understanding of mathematical concepts, especially in fractional and basic geometry materials, in Class V students of SD Negeri 2 Badran, Temanggung Regency. The research method used was a quasiexperimental experiment with a Non-equivalent Control Group Design. The research sample consisted of 48 students who were divided into two groups, namely the experimental group (n=24) who received learning with the help of AI-based ITS, and the control group (n=24) who received conventional learning with lecture methods and practice questions. The research instrument is in the form of a test of understanding of mathematical concepts that has been validated by experts and tested for reliability. Data were analyzed using parametric statistical tests of the Independent Sample t-test and N-Gain Score to measure the improvement. The results showed that there was a significant difference in understanding of mathematical concepts between the experimental group and the control group. The average post-test score of the experimental group (82.45) was significantly higher than that of the control group (70.12) with a p< value of 0.05. N-Gain analysis showed that the improvement in conceptual understanding in the experimental group was in the "moderate" category (g=0.56), while the control group was in the "low" category (g=0.32). These findings indicate that AI-based ITS is effective in improving students' understanding of mathematical concepts. The advantages of the system lie in its ability to provide instant feedback, personalize materials according to learning pace, and present interactive materials, thus helping to better construct students' conceptual understanding. It is recommended that schools consider the integration of ITS technology as a supplementary tool in mathematics learning at the elementary level.
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Arifin, S., & Zulkardi, Z. (2020). Development of intelligent tutoring system (ITS)-based mathematics learning media on fractional materials in elementary schools. Journal of Mathematics Education, 14(2), 123-136.
Darmawan, D., & Nugroho, A. A. (2018). Artificial intelligence-based adaptive learning media to improve students' mathematical problem-solving skills. Journal of Education and Culture, 4(2), 189-205.
Fauzi, A., & Setyawan, A. (2021). The effect of gamification in the intelligent tutoring system (ITS) on mathematics motivation and learning outcomes of elementary school students. Journal of Educational and Developmental Psychology, 10(1), 33-47.
Hasanah, U., & Putri Last, R. I. I. (2019). Realistic mathematics learning design assisted by digital technology to improve elementary students' understanding of geometry concepts. Journal of Mathematics Education, 13(1), 67-80.
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901-918. https://doi.org/10.1037/a0037123
Nkambou, R., Bourdeau, J., & Mizoguchi, R. (Eds.). (2010). Advances in intelligent tutoring systems. Springer.
Nurhayati, N., & Mulyati, S. (2018). The effect of the use of the smart tutor system on the mathematics learning outcomes of grade IV elementary school students. Scientific Journal of Basic Education, 3(2), 45-56.
Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2017). Effectiveness of cognitive tutor algebra I at scale. Educational Evaluation and Policy Analysis, 39(1), 59-81. https://doi.org/10.3102/0162373716677293
Prahani, B. K., Rizki, S. A., & Jatmiko, B. (2019). The effectiveness of intelligent tutoring system (ITS) in improving students' understanding of physics concepts: A meta-analysis. Journal of Educational Research and Evaluation, 23(1), 12-24.
Purnamasari, L., & Hidayat, R. (2022). Evaluation of the application of the smart tutor system (ITS) in mathematics learning in elementary schools: A descriptive study in Central Java. Journal of Educational Evaluation, 11(1), 55-70.
Sari, D. P., & Kusuma, A. B. (2020). Intelligent tutoring system (ITS) as a personalized learning solution in the digital era: A case study in inclusive elementary schools. Journal of Educational Technology Innovation, 7(2), 150-165.
Sokolowski, H. M. (2020). The effects of an intelligent tutoring system on mathematics achievement and motivation in elementary school children (Doctoral dissertation, University of California). ProQuest Dissertations and Theses Global.
Susanto, E., & Mahmudi, A. (2021). Implementation of artificial intelligence in mathematics learning: Opportunities and challenges in Indonesia. Proceedings of the National Seminar on Mathematics Education, 5(1), 89-102.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197-221. https://doi.org/10.1080/00461520.2011.614793
Wijaya, A., & Dewi, R. S. (2022). Analysis of the needs for the development of AI-based intelligent tutoring system (ITS) for elementary school students in rural areas. Journal of Educational Technology, 24(3), 210-225. https://doi.org/10.1016/j.jetech.2022.04.003
