ARTIFICIAL INTELLIGENCE IN MATHEMATICS EDUCATION: INDONESIA’S CURRENT PRACTICES AND ITS ROLE IN DEVELOPING 21ST CENTURY SKILLS AMONG STUDENTS
Keywords:
artificial intelligence, mathematics education, instructional integration, 21st century skills, systematic literature reviewAbstract
This study aims to analyze the implementation of Artificial Intelligence (AI) in mathematics education in Indonesia and examine its role in supporting 21st century skills, including critical thinking, creativity, communication, and collaboration. This study employed a systematic literature review by analyzing 14 studies identified through structured searches in academic databases such as Google Scholar. The data were analyzed using thematic analysis and classified based on the SAMR framework to identify levels of instructional integration. The findings indicate that AI is implemented as interactive tools, integrated within instructional models and learning media, applied in adaptive systems, and includes the use of generative AI to generate solutions and support reasoning. Most implementations are at the augmentation level, where AI enhances learning without fundamentally transforming instructional structures. AI contributes primarily to the development of critical thinking, while creativity develops alongside critical thinking but receives less emphasis. Communication and collaboration are not identified as learning outcomes. In addition, AI supports problem solving and reasoning through structured guidance and feedback, while generative AI shows limitations in the form of inconsistent responses when addressing complex problems. This study contributes by mapping the relationship between AI implementation mechanisms, levels of integration, and the development of 21st century skills in mathematics education in Indonesia.
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