Ibnu Imam Al Ayyubi
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Institut Darul Falah Bandung Barat
Artificial intelligence (AI) has increasingly transformed the landscape of mathematics education by enabling machines to perform calculations, generate mathematical solutions, recognize patterns, provide explanations, and deliver automated feedback. These developments offer substantial opportunities for improving learning experiences while simultaneously challenging traditional assumptions regarding mathematical competence and the purpose of learning mathematics. This study aims to critically examine how the emergence of AI changes the nature of mathematical learning and to reconsider the roles of reasoning, conceptual understanding, problem solving, assessment, teachers, and students in AI-mediated learning environments. This study employs a qualitative library research approach by analyzing scholarly literature concerning artificial intelligence, mathematics education, mathematical reasoning, problem solving, computational thinking, AI literacy, and technology-enhanced learning. The findings indicate that AI can facilitate personalized learning, provide immediate feedback, generate alternative solution strategies, support mathematical visualization, and increase access to mathematical resources. Nevertheless, excessive dependence on AI may encourage answer-oriented learning, reduce productive struggle, weaken students' independent reasoning, and create difficulties in assessing authentic mathematical understanding. The study argues that mathematics education should shift from an emphasis on algorithmic answer production toward conceptual understanding, mathematical reasoning, problem formulation, critical evaluation, communication, and mathematical agency. AI should therefore be positioned as a learning support and an object of critical inquiry rather than a substitute for students' mathematical thinking. The study proposes a human-centered framework in which AI supports learning while teachers remain responsible for designing meaningful mathematical experiences and students retain intellectual responsibility for understanding, evaluating, and communicating mathematical knowledge.
Artificial Intelligence
Mathematics Education
Mathematical Reasoning
Problem Solving
2
0
Wawan Kurniawan
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STEI Al Amar Subang
Generative artificial intelligence has rapidly transformed educational practices by enabling students and teachers to generate text, explanations, ideas, questions, feedback, and other forms of learning content. While ChatGPT has become the most visible representation of this transformation, the broader development of generative AI raises more fundamental questions concerning the purpose of education, the nature of learning, the role of teachers, and the validity of conventional assessment practices. This study aims to critically examine the implications of generative AI for education, learning, and assessment and to develop a conceptual framework for reimagining educational practices in the generative AI era. The study employs a qualitative library research approach through a critical analysis of scholarly literature concerning generative AI, artificial intelligence in education, learning theories, assessment, academic integrity, digital literacy, and human-AI interaction. The findings indicate that generative AI can provide substantial opportunities for personalized learning, content generation, feedback, tutoring, brainstorming, language support, and instructional design. However, unrestricted reliance on generative AI may encourage cognitive offloading, reduce learner autonomy, facilitate academic misconduct, reproduce misinformation and bias, and make conventional product-oriented assessment increasingly unable to demonstrate authentic learning. The study argues that the emergence of generative AI requires a shift from knowledge transmission toward knowledge construction, critical inquiry, collaboration, creativity, metacognition, and responsible AI use. Assessment should similarly move beyond evaluating final products toward examining reasoning processes, application, reflection, oral defense, authentic performance, and students' ability to critically evaluate AI-generated outputs. The study proposes a human-centered educational framework in which generative AI functions as a learning partner and cognitive support while teachers retain pedagogical authority and students remain responsible for intellectual judgment. Generative AI should therefore be understood not simply as a new educational technology but as a catalyst for redesigning educational purposes, learning processes, and assessment systems.
Generative Artificial Intelligence
ChatGPT
Education
Learning
1
0
Ilham Ginanjar
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Institut Keguruan dan Ilmu Pendidikan Siliwangi
Science education has traditionally emphasized the acquisition of scientific knowledge, concepts, principles, and procedural skills. However, the accelerating challenges of climate change, biodiversity loss, environmental degradation, resource scarcity, technological transformation, and social inequality require a broader conception of what science education should accomplish. This study aims to critically examine the transformation of science education from knowledge-centered learning toward sustainability-oriented education that develops scientific understanding, systems thinking, critical thinking, problem solving, environmental responsibility, and students' capacity to participate in addressing complex societal challenges. This study employs a qualitative library research approach through a critical analysis of scholarly literature concerning science education, sustainability education, environmental education, scientific literacy, systems thinking, climate change education, and education for sustainable development. The findings indicate that scientific knowledge remains essential but is insufficient when separated from contextual understanding, ethical reasoning, interdisciplinary perspectives, and action-oriented learning. Sustainability-oriented science education provides opportunities to connect scientific concepts with authentic environmental and social problems, encourage inquiry and systems thinking, strengthen students' scientific literacy, and develop responsible decision-making. Nevertheless, the literature also reveals challenges related to fragmented curricula, limited teacher preparedness, insufficient interdisciplinary integration, and the tendency to treat sustainability as an additional topic rather than a transformative educational orientation. The study argues that science education should move from knowledge transmission toward transformative learning in which students use scientific knowledge to interpret complex systems, evaluate evidence, consider multiple perspectives, and formulate responsible responses to sustainability challenges. The study proposes a human-centered and sustainability-oriented framework that integrates scientific knowledge, systems thinking, critical inquiry, ethical responsibility, and action competence. Such a transformation can position science education as an important foundation for preparing learners to participate meaningfully in creating a more sustainable future.
Science Education
Sustainability Education
Scientific Literacy
0
0
Namiyah Fitriani
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Universitas Islam Negeri Maulana Malik Ibrahim
Digital transformation has fundamentally reshaped contemporary education by introducing digital platforms, artificial intelligence, online learning environments, learning analytics, and other technologies into teaching and learning processes. Although these developments have expanded opportunities for access, flexibility, personalization, and collaboration, technological transformation does not automatically produce educational or social inclusion. Digital inequalities related to access, affordability, infrastructure, digital competence, disability, geographic location, and socioeconomic conditions may instead reproduce or intensify existing forms of educational inequality. This study aims to critically examine the relationship between digital transformation and social transformation in education and to develop a conceptual framework for building more inclusive educational systems. The study employs a qualitative library research approach through a critical analysis of scholarly literature concerning digital transformation, inclusive education, digital inequality, educational equity, digital literacy, accessibility, and social justice. The findings indicate that digital transformation can contribute to inclusion when technology is accompanied by equitable access, accessible learning design, digital competence, participatory pedagogy, institutional support, and ethical governance. However, technology-centered approaches that prioritize infrastructure and efficiency without addressing structural inequalities may reinforce exclusion. The study further finds that inclusive digital education requires a shift from technological adoption toward human-centered transformation in which learners are positioned as active participants and educational institutions address diverse social, cultural, economic, and accessibility needs. The study proposes a framework connecting digital access, digital capability, pedagogical inclusion, meaningful participation, and social empowerment. Digital transformation should therefore be understood not merely as a process of technological modernization but as an opportunity to reshape educational relationships and contribute to a more equitable and inclusive society.
Digital Transformation
Inclusive Education
Digital Inequality
Educational Equity
6
2
Redi Zulpianto
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Universitas Islam Mamba'ul Ulum Jambi
The rapid expansion of the digital economy has transformed the nature of entrepreneurship and created new opportunities for young people to participate in economic activities. Digital platforms, social media, e-commerce, artificial intelligence, digital payment systems, and online marketplaces have lowered several traditional barriers to entrepreneurial participation while simultaneously creating new demands for digital competence, adaptability, innovation, and responsible decision-making. In this context, conventional entrepreneurship education that primarily emphasizes business planning, opportunity identification, and enterprise management may no longer be sufficient to prepare youth for an increasingly digital and uncertain economic environment. This study aims to critically examine the role of digital skills in contemporary entrepreneurship education and to develop a conceptual framework connecting digital competence with youth economic empowerment. The study employs a qualitative library research approach through a critical analysis of scholarly literature concerning entrepreneurship education, digital entrepreneurship, digital literacy, entrepreneurial competence, youth employment, financial literacy, innovation, and the digital economy. The findings indicate that digital skills can strengthen young people's capacity to identify opportunities, create digital products and services, access markets, build entrepreneurial networks, manage digital businesses, and adapt to changing economic conditions. However, digital skills alone do not automatically generate economic empowerment. Their impact depends on the integration of entrepreneurial mindset, financial capability, innovation, market knowledge, ethical awareness, access to resources, and supportive institutional environments. The study argues that entrepreneurship education should therefore shift from business-startup instruction toward a broader empowerment-oriented model that develops young people's capacity to create value, generate income, manage risks, and participate independently in the digital economy. The study proposes a framework connecting digital skills, entrepreneurial competencies, opportunity recognition, digital venture creation, financial capability, and economic agency. Such a transformation can position entrepreneurship education as a strategic instrument for strengthening youth economic participation and building more inclusive digital economies.
Entrepreneurship Education
Digital Skills
Youth Entrepreneurship
Digital Entrepreneurship
7
3