PENERAPAN GENERATIVE ARTIFICIAL INTELLIGENCE DALAM PEMBELAJARAN MATEMATIKA: SYSTEMATIC LITERATURE REVIEW
DOI: https://doi.org/10.30605/0xhgx647
Generative AI; Pembelajaran Matematika; Systematic Literature Review
Abstract
Pendidikan matematika esensial untuk melatih penalaran analitis, namun peserta didik kerap menghadapi kesulitan dalam pemecahan masalah yang kompleks. Kehadiran Generative Artificial Intelligence (GenAI) seperti ChatGPT membawa disrupsi besar yang menawarkan potensi bantuan personalisasi sekaligus memicu perdebatan mengenai risiko pedagogis. Systematic Literature Review (SLR) ini bertujuan untuk mengevaluasi bukti empiris terkait integrasi GenAI dalam pembelajaran matematika. Mengikuti pedoman pelaporan PRISMA 2020, pencarian literatur dilakukan melalui basis data Google Scholar dengan rentang tahun 2022–2026. Dari 200 temuan awal, proses penyaringan yang ketat menghasilkan 21 artikel empiris primer yang memenuhi kualifikasi untuk dianalisis melalui sintesis tematik. Hasil tinjauan menunjukkan bahwa tren utama penggunaan GenAI berfungsi sebagai scaffolding kognitif bagi siswa dan asisten perancang instruksional bagi guru. Secara kognitif, GenAI terbukti mampu menurunkan kecemasan matematis dan mempercepat pemahaman prosedural; namun, ketergantungan berlebihan berisiko menumpulkan nalar kritis dan kemampuan pemecahan masalah mandiri. Tantangan terbesar yang teridentifikasi mencakup fenomena halusinasi AI yang menghasilkan logika matematis keliru, serta ancaman terhadap integritas akademik. Penelitian ini menyimpulkan bahwa integrasi GenAI yang efektif memerlukan desain pedagogis yang berpusat pada proses reflektif dan pembaruan sistem asesmen.
Downloads
References
Albadarin, Y., Saqr, M., Pope, N., & Tukiainen, M. (2024). A systematic literature review of empirical research on ChatGPT in education. Discover Education, 3(1), 60. https://doi.org/10.1007/s44217-024-00138-2
Ali, D., Fatemi, Y., Boskabadi, E., Nikfar, M., Ugwuoke, J., & Ali, H. (2024). ChatGPT in Teaching and Learning: A Systematic Review. Education Sciences, 14(6), 643. https://doi.org/10.3390/educsci14060643
Anwar, K., Sherlyna, A., Salsanifa, A. M., Tyas, H. A., Prayudistyan, S. E., Saputra, G. A., Maulana, I., & Artikel, R. (2026). GENERATIVE ARTIFICIAL INTELLIGENCE IN MATHEMATICS EDUCATION: A SYSTEMATIC REVIEW OF DATA-DRIVEN APPLICATIONS, LEARNING THEORIES, AND IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT GOAL. In Jurnal Pendidikan dan Pembelajaran Matematika (Vol. 5). https://doi.org/https://doi.org/10.46773/x224sd70
Bettayeb, A. M., Abu Talib, M., Sobhe Altayasinah, A. Z., & Dakalbab, F. (2024). Exploring the impact of ChatGPT: conversational AI in education. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1379796
Delima, N., Kusuma, D. A., & Paulus, E. (2024). The students’ mathematics self-regulated learning and mathematics anxiety based on the use of chat GPT, music, study program, and academic achievement. Infinity Journal, 13(2), 349–362. https://doi.org/10.22460/infinity.v13i2.p349-362
Fadila, M. T., Untarti, R., Jazuli, A., & Jaelani, A. (2025). Mathematics in the AI Era: The Effectiveness of ChatGPT in Helping Students Solve HOTS Problems. AlphaMath : Journal of Mathematics Education. https://doi.org/10.30595/alphamath.v11i2.28261
Fitri, P., Hartono, Y., & Meryansumayeka, M. (2025). Learning proof of trigonometric identities with ChatGPT. Journal of Honai Math, 8(1), 43–56. https://doi.org/10.30862/jhm.v8i1.755
Garasut, N., Wenas, J. R., & Maukar, M. G. (2024). Persepsi mahasiswa terhadap penggunaan ChatGPT pada mata kuliah pemodelan matematika. SOSCIED. https://doi.org/https://doi.org/10.32531/jsoscied.v7i2.846
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. https://doi.org/10.3390/math9060584
Jagadianti, G. W., & Wijayanti, P. (2025). Constructing Analogical Arguments in Solving Mathematical Problem: High School Students’ Interactions with ChatGPT. … Pembelajaran Matematika. https://doi.org/https://doi.org/10.26740/jrpipm.v9n1.p31-45
Kamau, B., & Shukla, N. (2026). Experimentation and Potential for Generative AI Tools in Gateway Mathematics. International Journal of Technology in Education and Science, 10(2), 191–218. https://doi.org/10.46328/ijtes.5581
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
Lestari, D., Zeliyanti, A. A., Fitri, Y. A., Lestari, A. M. R., & Netriwati, N. (2025). PEMANFAATAN MODEL DEEP LEARNING (CHATGPT) DALAM DETEKSI KESALAHAN PENYELESAIAN SOAL MATEMATIKA: STUDI PERBANDINGAN PENILAIAN …. Pendas: Jurnal Ilmiah …. https://doi.org/https://doi.org/10.23969/jp.v10i04.38579
Magat, R. J. B., & Sangalang, E. M. (2024). Teachers’ Familiarity, Perceptions, and Training Needs on the Use of ChatGPT in Mathematics Instruction. International Journal of Education in Mathematics, Science and Technology, 1471–1487. https://doi.org/10.46328/ijemst.4332
Mairing, J. P., Rizaldi, M., Pandiangan, P., Lada, E. Y., & Monita, D. M. (2024). Development of Problem, YouTube and ChatGPT Learning Model to Improve Students’ Proving Ability in Real Analysis. Kreano, Jurnal Matematika Kreatif-Inovatif, 15(1), 169–184. https://doi.org/10.15294/sgz61469
Maryati, I., Gumilar, S., Rahayu, A. P., & Harun, M. (2026). Enhancing TPACK and Statistical Literacy through Generative AI–Based Adaptive Learning: A Mixed-Methods Study. Mosharafa: Jurnal Pendidikan Matematika, 15(1), 110–122. https://doi.org/10.31980/mosharafa.v15i1.3491
Masriyah, M., Rosyidi, A. H., Ismail, I., Setianingsih, R., & Hanifah, U. (2026). Improving the Skills of Junior High School Mathematics Teachers in Developing Deep Learning-Oriented Lesson Plans Using ChatGPT. …. https://doi.org/https://doi.org/10.26740/mathedunesa.v15n1.p106-113
Mustapa, Z., & Masaniku, R. (2025). Photomath and ChatGPT-4o Applications in Fraction Learning: A Review from the Perspective of Mathematics Education Students. ETDC: Indonesian Journal of Research and Educational Review, 4(3), 805–812. https://doi.org/10.51574/ijrer.v4i3.3691
Ogunleye, B., Zakariyyah, K. I., Ajao, O., Olayinka, O., & Sharma, H. (2024). A Systematic Review of Generative AI for Teaching and Learning Practice. Education Sciences, 14(6), 636. https://doi.org/10.3390/educsci14060636
OpenAI, Achiam, J., Adler, S., Agarwal, S., Ahmad, L., Akkaya, I., Aleman, F. L., Almeida, D., Altenschmidt, J., Altman, S., Anadkat, S., Avila, R., Babuschkin, I., Balaji, S., Balcom, V., Baltescu, P., Bao, H., Bavarian, M., Belgum, J., … Zoph, B. (2024). GPT-4 Technical Report. https://doi.org/https://doi.org/10.48550/arXiv.2303.08774
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Palayukan, H., Dewantara, H., Elma Nurjannah, Pebrian, O., Sarmila, S., & Ayyubi, T. Al. (2024). Investigasi Persepsi Mahasiswa terhadap ChatGPT dalam Model Blended Learning pada Pembelajaran Matematika. Journal of Vocational, Informatics and Computer Education, 14–26. https://doi.org/10.61220/voice.v2i1.25
Pujiastuti, H., Haryadi, R., & Ridwan, F. (2020). DEVELOPMENT OF MATHEMATICS TEACHING MATERIALS BASED ON SCIENTIFIC APPROACH FOR MATHEMATICS LEARNING. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(3), 591. https://doi.org/10.24127/ajpm.v9i3.2902
Rizos, I., Foykas, E., & Georgakopoulos, S. V. (2024). Enhancing mathematics education for students with special educational needs through generative AI: A case study in Greece. Contemporary Educational Technology, 16(4), ep535. https://doi.org/10.30935/cedtech/15487
Saputri, W. O. D., & Sarumaha, Y. A. (2025). Chatgpt: apakah memengaruhi pemahaman konsep siswa? Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 4(1). https://doi.org/10.31980/pme.v4i1.2680
Segal, R., & Biton, Y. (2024). The Contribution That Utilizing Generative AI for Problem Posing Makes to Pre-Service High School Mathematics Teachers’ TPACK. International Journal of Education in Mathematics, Science and Technology, 1559–1582. https://doi.org/10.46328/ijemst.4591
Sumarna, M. S., Nindiasari, H., Pujiastuti, H., & Yuhana, Y. (2025). Systematic Literature Review: Penerapan Realistic Mathematics Education Meningkatkan Kemampuan Komunikasi dan Pemahaman Konsep Matematis Siswa. Edukasiana: Jurnal Inovasi Pendidikan, 4(3), 946–956. https://doi.org/10.56916/ejip.v4i3.1606
Sutrisno AB, J., Pratama, E. Y., Putra R, A., Nasution, S. H., & Lestyanto, L. M. (2025). Students’ mathematical justification abilities in analyzing ChatGPT’s answers. Infinity Journal, 14(2), 445–460. https://doi.org/10.22460/infinity.v14i2.p445-460
Trocado, A., Dos Santos, J. M., Saimon, M., & Lavicza, Z. (2026). Learning Quadratic Functions with ChatGPT: An Innovative Experience in High School Mathematics Education. International Journal of Education in Mathematics, Science and Technology, 14(1), 296–314. https://doi.org/10.46328/ijemst.5074
Tyaningsih, R. Y., Gilang Primajati, & Eka Kurniawan. (2024). Identifikasi Kebutuhan Penggunaan Teknologi Artificial Intelligence (AI) dalam Mendukung Pembelajaran Matematika yang Adaptif. Mandalika Mathematics and Educations Journal, 6(2), 885–894. https://doi.org/10.29303/jm.v6i2.8317
Wangsa, K., Karim, S., Gide, E., & Elkhodr, M. (2024). A Systematic Review and Comprehensive Analysis of Pioneering AI Chatbot Models from Education to Healthcare: ChatGPT, Bard, Llama, Ernie and Grok. Future Internet, 16(7), 219. https://doi.org/10.3390/fi16070219
Wibowo, A., Prihanto, Yudanto, B. W., & Lestari, S. T. (2025). Analisis Efektivitas Pembelajaran ChatGPT untuk Meningkatkan Kemudahan Pemahaman Matematika Siswa SMA di Surakarta. Decode: Jurnal Pendidikan Teknologi Informasi, 5(3), 1107–1119. https://doi.org/10.51454/decode.v5i3.1424
Xiaoyu, W., Leng, C. H., & Zainuddin, Z. (2024). THE EFFECTIVENESS OF GENERATIVE AI IN EDUCATION: A SYSTEMATIC REVIEW OF EMPIRICAL STUDY. The Asia Pacific Journal of Curriculum & Teaching (JuKu). https://ejournal.um.edu.my/index.php/JUKU/article/view/56787
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), 39. https://doi.org/10.1186/s41239-019-0171-0
Zein, S., Yaniawati, P., & Mudrikah, A. (2024). The Role and Evaluation of ChatGPT as a Virtual Tutor in Improving Students’ Creative and Critical Abilities Reviewed from Probing-Prompting Abilities. Kreano, Jurnal Matematika Kreatif-Inovatif, 15(2), 501–517. https://doi.org/10.15294/a2g5x690
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pedagogy : Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That 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.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and 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 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.
