MAXIMA : Jurnal Pendidikan Matematika

The Implementation of AI-Powered Chatbots and Virtual Assistants to Assist Students in Solve Math Problems in Real-Time

Alifathu Rahmah, Novita Zahra — Sun, 12 Oct 2025 00:00:00 +0700

The implementation of AI in the form of chatbots and virtual assistants has brought significant changes to Mathematics Education. This study aims to analyse the effectiveness of AI-based chatbots and virtual assistants in helping students understand concepts and solve math problems in real-time. Survey results show that most students rate chatbots and virtual assistants as moderately to highly effective, increasing learning motivation and providing ease of access. This technology enables more personalised, interactive, and adaptive learning for students’ needs. Thus, the integration of AI, chatbots, and virtual assistants in Mathematics Education has proven to enhance learning outcomes, motivation, and overall accessibility of education. This study recommends the development and ongoing collaboration between educators and technology developers to optimise benefits in the future.

Student's perception of peer feedback in learning Mathematics

Ananda Anisa Zhafira, Syahra Artika, Wahyunengsih — Wed, 08 Oct 2025 00:00:00 +0700

This study aims to determine students’ perceptions of peer feedback in mathematics learning. The method used is quantitative descriptive, with data collection through a Likert scale questionnaire. The research participants consisted of 20 students randomly selected at several universities in Banten. The results showed that most students had a positive perception of peer feedback. High percentages of agreement were seen in the aspects of usefulness 82%, effectiveness 82%, its impact on understanding 81,25%, and mastery of mathematics material 82,5%. Lecturer support was also considered necessary 77,5% in facilitating feedback. However, 60% of students admitted to experiencing challenges in giving and receiving feedback, mainly due to awkwardness or uncertainty. The findings confirm that peer feedback increases activeness, collaboration, and understanding of mathematical concepts. Therefore, it is necessary to implement peer feedback that is structured and actively supported by lecturers, accompanied by adequate training and effective use of technology so that this practice can run more optimally.

Analisis Kesalahan Materi Dimensi Tiga Pada Siswa Kelas Xi Smk Miftahul Ulum Muncar

Whyma Fathul Muslich — Sat, 01 Nov 2025 00:00:00 +0700

The purpose of this research was to know: (1) errors made grade XI SMK Miftahul Ulum Muncar in solving three-dimensional problems; and (2) the factors that caused the error XI SMK Miftahul Ulum Muncar in solving three-dimensional problems. Subjects in this research were 27 students class XI TKJ 2, and the subjects were interviewed in this study consisted of 4 people with the criteria: (1) students who made a lot of mistakes in answering each item; and (2) variation of the mistakes made by the students, form of concepts error, principles, procedural, and technical. The results in this research were: (1) the type of errors made by students in completing a three-dimensional problem includes concepts errors, principles, procedural, and technical; and (2) factors causing errors by students in solving three dimensions, namely: a lack of prerequisite knowledge of students, low student motivation, lack of understanding concepts, students can’t prepare systematic steps to resolve the matter, and the carelessness of students.

Effectiveness of School Field Introduction (PLP) Program on Improving Teaching Strategy Skills of Mathematics Education Students

Shabna Khaira, Embun Mauludfi — Sun, 12 Oct 2025 00:00:00 +0700

This study aims to evaluate the effectiveness of the School Field Introduction Program (PLP) in improving the teaching strategy skills of mathematics education students. Using a quantitative approach, data were collected through questionnaires distributed to UIN Syarif Hidayatullah Jakarta students. According to the results, most students reacted positively to the introduction of PLP, especially in terms of their attitudes towards lesson planning, content absorption, study monitoring, and the use of technology in education. Increased self-esteem, development of teaching skills, and preparation of people for academic challenges were all considered benefits of the program. However, there were areas related to teamwork and self-assessment that needed to be developed. These results underline the importance of incorporating real experiences such as PLP into teacher training programs to develop flexible and competent instructors.

Effectiveness of Using ALEKS to Provide Personalized Guidance According to the Needs and Abilities of High School Students: Teacher Perspectives

Sabrina Alifah, Andika Putra Pratama, Wahyunengsih — Sun, 12 Oct 2025 00:00:00 +0700

This study aims to analyze the effectiveness of using ALEKS in providing personalized guidance according to the needs and abilities of high school students from teachers' perspectives. The research employs a quantitative descriptive method, with data collected through questionnaires with teachers’ who have used ALEKS in their teaching. That said, it’s not without its issues limited access to technology and the time it takes for teachers to get used to the system can be real hurdles. Still, ALEKS shows promise as a tool for personalizing learning, though schools may need to provide more support to make the most of it.

Keywords: ALEKS, personalized guidance, learning effectiveness, teachers' perspective, educational technology