Students' Numeracy Literacy Using Artificial Intelligence (AI)-Based Worksheets

Riza Agustiani; Atika Zahra; Agustiany Dumeva Putri; Muhammad Hadi; Aji Marwan; Asna Markhotun Solehah; Anggun Meylani Saputri; Ahmad Sopani

doi:10.31851/indiktika.v7i1.17032

Authors

Riza Agustiani UIN Raden Fatah Palembang
Atika Zahra UIN Raden Fatah Palembang
Agustiany Dumeva Putri UIN Raden Fatah Palembang
Muhammad Hadi UIN Raden Fatah Palembang
Aji Marwan UIN Raden Fatah Palembang
Asna Markhotun Solehah UIN Raden Fatah Palembang
Anggun Meylani Saputri UIN Raden Fatah Palembang
Ahmad Sopani UIN Raden Fatah Palembang

DOI:

https://doi.org/10.31851/indiktika.v7i1.17032

Keywords:

worksheet, numeracy literacy, artificial intelligence

Abstract

Artificial Intelligence has significant potential to enhance the mathematics learning experience. To fully realize the benefits of AI integration, it is crucial to develop teaching materials that effectively incorporate AI into classroom instruction. This study focuses on developing AI-based student worksheets to improve numeracy literacy skills among junior high school students. These worksheets were created with the support of AI technology and include AI applications that can be used directly during the learning process. Conducted in state junior high schools (SMP) and Islamic junior high schools (MTs) in Palembang, the project followed a series of formative evaluation stages. These stages involved self-evaluation, expert reviews, one-on-one sessions, small group testing, and field testing, alongside product dissemination activities. Data on students' numeracy literacy skills were gathered through interviews and tests, while the analysis process consisted of three key stages: data reduction, data presentation, and drawing conclusions. The findings showed that some students had already grasped the steps to solve problems. Overall, the evaluation results for the numeracy literacy test were categorized as high performance. The AI-based worksheets proved effective in helping teachers deliver engaging teaching materials and enhancing students' learning experiences, particularly in improving their numeracy literacy.

References

Alam, U. F. (2013). Kemampuan Literasi Informasi Mahasiswa dan Peranan Perpustakaan Dalam Proses Belajar Mengajar di Perguruan Tinggi. Pustakaloka, 5(1), 92–105.

Azhar, A., Nuraida, I., Sugilar, H., & Haryadi, N. R. S. (2023). Permasalahan Siswa dalam Memecahkan Masalah Matematika dalam Mengerjakan Soal PISA. Gunung Djati Conference Series, 32, 45–51.

Cennamo, K., & Kalk, D. (2019). Real World Instructional Design: An terative approach to designing learning experiences. Routledge.

Dewi, R. F., Sulistyowati, F., Kusumaningrum, B., Ayuningtyas, A. D., & Sukiyanto, S. (2023). Tingkat Pemahaman Numerasi Siswa SMP dalam Menyelesaikan Permasalahan Konstekstual Berdasarkan Langkah Penyelesaian Polya. SEMANTIK: Prosiding Seminar Nasional Pendidikan Matematika, 1(1), 373–382.

Dinni, H. N. (2018). HOTS (High Order Thinking Skills) dan Kaitannya dengan Kemampuan Literasi Matematika. PRISMA, Prosiding Seminar Nasional Matematika, 1, 170–176.

Feriyanto, F. (2022). Strategi Penguatan Literasi Numerasi Matematika bagi Peserta Didik pada Kurikulum Merdeka Belajar. Gammath: Jurnal Ilmiah Program Studi Pendidikan Matematika, 7(2), 86–94.

Hwang, G.-J., & Tu, Y.-F. (2021). Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review. Mathematics, 9(6), 584.

Irawan, E., Aristiawan, A., & Rokmana, A. W. (2021). Analisis Tingkat Penalaran Peserta Didik SMP dalam Memecahkan Masalah Soal Evaluasi Berbasis Literasi Numerasi. Jurnal Tadris IPA Indonesia, 1(3), 333–342.

Kotsis, K. T. (2024). ChatGPT in Teaching Physics Hands-on Experiments in Primary School. European Journal of Education Studies, 11(10), 126–143.

Mittal, U., Sai, S., & Chamola, V. (2024). A Comprehensive Review on Generative AI for Education. IEEE Access, 12, 142733–142759.

Moeloeng, J. (2013). Metologi Penelitian Kualitatif. PT Remaja Rosda Karya.

Mukhlis, S., & Rahayu, Y. S. (2020). Kemampuan Literasi Digital: Penguatan Pendidikan Karakter Sebagai Upaya Menghadapi Era Revolusi Industri 4.0. Dikoda: Jurnal Pendidikan Sekolah Dasar, 1(01), 1–9.

Muliantara, I. K., & Suarni, N. K. (2022). Strategi Menguatkan Literasi dan Numerasi untuk Mendukung Merdeka Belajar di Sekolah Dasar. Edukatif: Jurnal Ilmu Pendidikan, 4(3), 4847–4855.

OECD, O. for E. C. and D. (2023). PISA 2022 Assessment and Analytical Framework. OECD Publishing.

Setiawan, H., Dafik, N., & Lestari, N. D. S. (2014). Soal Matematika dalam PISA Kaitannya dengan Literasi Matematika dan Keterampilan Berpikir Tingkat Tinggi. Prosiding Seminar Nasional Matematika, 244–251.

Shahidayanti, T., Prahmana, R. C. I., & Fran, F. A. (2024). Integrating Ethno-Realistic Mathematics Education in Developing Three-dimensional Instructional Module. Journal of Honai Math, 7(3), 379–400.

Tessmer, M. (2013). Planning and Conducting Formative Evaluations. Routledge.

Thanh, N. C., & Thanh, T. T. (2015). The Interconnection between Interpretivist Paradigm and Qualitative Methods in Education. American Journal of Educational Science, 1(2), 24–27.

Widiyasari, R., & Eminita, V. (2023). Analisis Strategi Penguatan Literasi dan Numerasi Siswa Sekolah Menengah Pertama sebagai Sarana Pendukung Merdeka Belajar. Seminar Nasional Sosial, Sains, Pendidikan, Humaniora (Senassdra), 2(2), 274–283.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic Review of Research on Artificial Intelligence Applications in Higher Education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27.