Electronic Theses and Dissertation

Pembelajaran matematika, khususnya pada materi pecahan, sering menjadi tantangan kognitif yang rentan menimbulkan kecemasan dan penurunan motivasi siswa. Untuk mengatasi permasalahan tersebut, penelitian ini mengeksplorasi penggunaan online mathematics game yang terintegrasi dengan fitur feedback terhadap emosi siswa berbasis Artificial Intelligence (AI). Penelitian ini bertujuan untuk menganalisis efektivitas feedback berbasis AI terhadap skor game dan emosi siswa di SMP. Penelitian ini menerapkan desain mixed methods sequential explanatory. Partisipan penelitian terdiri dari 119 siswa dari dua sekolah, yang terdistribusi ke dalam kelompok eksperimen (dengan feedback AI, n=61) dan kelompok kontrol (tanpa feedback AI, n=58). Instrumen pengumpulan data meliputi online mathematics game, Data log deteksi emosi, dan pedoman wawancara. Hasil analisis uji statistik Independent Sample T-Test menunjukkan bahwa capaian skor siswa yang menggunakan game dengan feedback berbasis AI secara signifikan lebih tinggi dibandingkan siswa pada kelompok kontrol. Analisis data log emosi mengungkapkan bahwa emosi ‘Netral’ merupakan kondisi yang paling dominan, mengindikasikan tingkat fokus yang tinggi. Di sisi lain, ‘Sedih’ teridentifikasi sebagai emosi negatif yang paling sering muncul, sementara ‘Takut’ memiliki frekuensi terendah. Temuan kualitatif mengonfirmasi bahwa notifikasi feedback AI berfungsi efektif sebagai intervensi regulator emosi eksternal, yang membantu siswa dalam meregulasi emosi dan mengembalikan fokus serta mempertahankan motivasi saat menghadapi kesulitan. Penelitian ini menyimpulkan bahwa integrasi feedback berbasis emosi dalam teknologi pembelajaran berperan dalam menciptakan lingkungan belajar yang adaptif dan mendukung performa akademik siswa.

Mathematics learning, especially on fractions, often poses a cognitive challenge that can cause anxiety and decreased motivation among students. To address this issue, this study explores the use of online mathematics games integrated with Artificial Intelligence (AI)-based feedback on student emotions. This study aims to analyse the effectiveness of AI-based feedback on game scores and student emotions in junior high school. This study employed a sequential explanatory mixed methods design. The research participants consisted of 119 students from two schools, who were distributed into an experimental group (with AI feedback, n=61) and a control group (without AI feedback, n=58). Data collection instruments included online mathematics game, emotion detection data logs, and interview guidelines. The results of the Independent Sample T-Test statistical analysis showed that the scores of students who used games with AI-based feedback were significantly higher than those of students in the control group. Analysis of the emotion log data revealed that ‘Neutral’ emotions were the most dominant condition, indicating a high level of focus. On the other hand, ‘Sad’ was identified as the most frequently occurring negative emotion, while ‘Fear’ had the lowest frequency. Qualitative findings confirm that AI feedback notifications function effectively as an external emotional regulation intervention, helping students regulate their emotions, regain focus, and maintain motivation when facing difficulties. This study concludes that the integration of emotion-based feedback into learning technology plays a role in creating an adaptive learning environment that supports student academic performance.