4 Faculty of Education

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Browsing 4 Faculty of Education by Subject "Artificial intelligence"

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    A bibliometric analysis on artificial intelligence in mathematics education
    (Universitas Muhammadiyah Surakarta, 2024-01-30) Prawidi Wisnu Subroto; Maulana Malik; Aji Raditya; Nisvu Nanda Saputra
    The research on artificial intelligence in mathematics education has attracted much attention from researchers since the last decade. Thisstudy aims to provide holistic information about artificial intelligence in mathematics education research using bibliometric analysis. Data for the analysis were extracted from the Scopus database from 1986 –2023. The analysis, conducted using R-packages (Bibliometrix) and VOSviewer software, identifies the relevant nations, affiliations, journals, articles, and keywords on artificial intelligence in mathematics education research. The study reveals that 565 documents have been published in 354 journals,with an average annual growth rate of 11.27%. These documents, on average, have received 14.61 citations each. The research field has engaged a total of 1,847 authors, with an average of 3.26 authors contributing to each document. Additionally, 17.17% of these publications involved international co-authorship, indicating a moderate level of global collaboration. Our findings reveal a growing interest in using artificial intelligence as an educational tools and methods, particularly in the United States andChina, which lead in publication output and citations. The analysis also reveals emerging trends and research gaps. The keywords such as "virtual reality," "sustainable development," and "COVID-19" reflect recent research focus on artificial intelligence in mathematics education research. Meanwhile, the keywords such as "mathematical literacy," “assessment,” and "gamification" identified as underexplored areas, suggesting potential opportunities for future research on artificial intelligence in mathematicseducation research.
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    Exploring postgraduate students' experiences, benefits, and disadvantages of using chatgpt 3.5 as a more knowledgeable other (MKO) for scaffolding academic writing at a public university in Greater Jakarta, Indonesia
    (Universitas Islam Internasional Indonesia, 2024) Ahmed, Maroof; Destina Wahyu Winarti; Charyna Ayu Rizkyanti
    The integration of Artificial Intelligence (AI) tools in education, particularly for academic writing, has gained considerable attention. This study examines ChatGPT, an AIpowered writing tool, as a More Knowledgeable Other (MKO) in scaffolding postgraduate students’ academic writing. It is based on Vygotsky's sociocultural theory and investigates the experiences, benefits and challenges of using ChatGPT 3.5 encountered by postgraduate students at a public university in Greater Jakarta, Indonesia. Adopting qualitative research methodology with case study design, the study sheds light on ChatGPT’s use in academia through open-ended questionnaires and semi-structured interviews. The findings show that the students are positively disposed to ChatGPT because it supports their basic academic writing by handling the grammar, syntax, and structure, setting them free for more emphasis on the execution of higher-order writing skills with human MKOs. The study indicates that ChatGPT can be integrated into writing centers, tutoring programs, and coursework in developing students' writing with comprehensive feedback. The study also points out that ChatGPT needs constant assessment and improvement in light of feedback from users, enforcement of intellectual property rights, transparency, and data security to ensure ethical use. Overall, the study emphasizes the potential of ChatGPT as a viable tool to scaffold basic academic writing and suggests further examination in terms of its educational applications to assess the impact of the tool in other academic disciplines.