Implementation Of Ai Interactive To Improve Mathematics Learning Outcomes Viewed From Students’ Learning Independence

Abstract

This study aims to examine the implementation of AI-based interactive technology in improving mathematics learning outcomes viewed from students’ learning independence. The research was conducted at SMPN 1 Nanga Pinoh with a sample of 32 students from grade VII. This research employed a quantitative methodology utilizing a single-group pre- post experimental design. Data collection instruments comprised an achievement test and a self-directed learning questionnaire. Statistical analysis was conducted through paired- samples t-test and one-way analysis of variance (ANOVA). The paired-samples t-test yielded a p-value < 0.05, demonstrating a statistically significant difference between participants' pre- intervention and post-intervention scores. These findings confirm that the integration of artificial intelligence-driven interactive technology produced substantial improvements in students' mathematical achievement. Furthermore, the one-way ANOVA test produced a significance value of 0.186 (> 0.05), indicating that there was no significant difference in learning outcomes among students with high, medium, and low learning independence levels. Thus, students’ learning independence did not significantly influence mathematics learning outcomes after the use of AI-based interactive technology. In conclusion, AI-based interactive technology can enhance students’ mathematics learning outcomes overall, although the effect does not significantly differ when viewed from the level of learning independence. Future research is suggested to integrate motivational or self-regulated learning strategies to strengthen the influence of learning independence in technology-assisted learning.