Relationship Between Chatgpt And Google Gemini Use And Mathematics Learning Interest Among Fifth-Grade Students At Sdn Kebalen 05
DOI:
https://doi.org/10.58988/almubtadi.v4i1.1225Keywords:
Artificial Intelligence, Chatgpt, Elementary School, Gemini, Generative AI, Learning Interest, MathematicsAbstract
The objective of this study was to investigate the relationship between the use of generative artificial intelligence (AI), represented by ChatGPT and Google Gemini, and students’ interest in learning mathematics among fifth-grade students at SDN Kebalen 05. This study was motivated by the increasing use of generative AI as a learning tool and the low level of students’ interest in mathematics. A quantitative approach with a correlational survey design was employed. The population consisted of all fifth-grade students at SDN Kebalen 05, and a saturated sampling technique was used. Data were collected primarily through questionnaires, with observations, documentation, and interviews serving as supporting data. The data were analyzed using descriptive statistics and Pearson Product-Moment correlation analysis. The results showed a strong positive relationship between the use of generative AI, represented by ChatGPT and Google Gemini, and students’ interest in mathematics learning (r = 0.682, p < 0.001). This finding indicates that higher use of generative AI was associated with higher interest in mathematics learning among fifth-grade students. The findings suggest that the appropriate use of generative AI may provide teachers with complementary tools for creating more interactive mathematics learning experiences and may be considered in supporting students’ learning interest. The study provides practical implications for teachers in integrating AI-based learning tools appropriately as complementary resources in primary mathematics education.
References
Ashour, L. (2024). A review of user-friendly freely-available statistical analysis software for medical researchers and biostatisticians. Research in Statistics, 00(00), 0. https://doi.org/10.1080/27684520.2024.2322630
Chandra, M. P., Firman, & Netrawati. (2025). Pengaruh Pemanfaatan ChatGPT Terhadap Minat Belajar Siswa dalam Konteks Teknologi Pendidikan : Studi Literatur. 3(6), 158–161.
Ihsan, N., Budi, S., Pratiwi, I. A., & Riswari, L. A. (2024). Minat dan Motivasi Belajar pada Mata Pelajaran Matematika Siswa Sekolah Dasar. 6(2), 161–170.
Imran, M., & Almusharraf, N. (2024). Google Gemini as a next generation AI educational tool : a review of emerging educational technology. Smart Learning Environments. https://doi.org/10.1186/s40561-024-00310-z
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Hüllermeier, E., Krusche, S., Kutyniok, G., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., … Bannert, M. (2023). ChatGPT for good ? On opportunities and challenges of large language models for education Nutzungsbedingungen / Terms of use : ChatGPT for good ? On opportunities and challenges of large language models for education.
Liu, J., Sun, D., Sun, J., Wang, J., Leung, P., & Yu, H. (2025). Computers and Education : Artificial Intelligence Designing a generative AI enabled learning environment for mathematics word problem solving in primary schools : Learning performance , attitudes and interaction. Computers and Education: Artificial Intelligence, 9(October 2024), 100438. https://doi.org/10.1016/j.caeai.2025.100438
Lo, C. K. (2023). education sciences What Is the Impact of ChatGPT on Education ? A Rapid Review of the Literature. November 2022.
Lopez, G. I. ., Jagom, Y. O., & Kaluge, A. H. (2025). Pengaruh Penggunaan Artificial Intelligence MathGPT dalam Meningkatkan Prestasi Belajar Matematika Siswa. 5(02), 35–44.
Love, J., Selker, R., Jamil, T., Dropmann, D., Ly, A., Gronau, Q. F., Šmíra, M., Epskamp, S., Wild, A., Knight, P., & Morey, R. D. (2019). JASP : Graphical Statistical Software for Common Statistical Designs. 88(2). https://doi.org/10.18637/jss.v088.i02
Nafasabilla, Z., & Yohamintin. (2025). Analysis of Teachers ’ Digital Pedagogical Competence in Creating Innovative and Creative Learning at Elementary. 10(3), 295–305. https://doi.org/https://doi.org/10.21462/educasia.v10i3.372
Nurdiyanti, D., Khairiyah, W., Rahmawati, A., Amaliyah, F., Guru, P., Dasar, S., & Kudus, U. M. (2025). Pengaruh Minat Belajar dan Self Efficacy terhadap Literasi Matematika Siswa Kelas VI SD 2 Bandungharjo. 9, 21063–21069.
Otero, L. C., Catala, A., Morante, C. F., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K ‑ 12 : a systematic literature review. International Journal of STEM Education. https://doi.org/10.1186/s40594-023-00418-7
Prayetno, E., Al Ayyubi, I. I., Noerzanah, F., & Asri, M. R. (2023). The Influence of Student Attitudes Towards Anti-Corruption and Deradicalization Education Based on the Principle of Amar Ma’ruf Nahi Munkar. Journal of Education and Learning Sciences, 3(2), 80–94. https://doi.org/10.56404/jels.v3i2.112
Prayetno, E., Al Ayyubi, I. I., Noerzanah, F., & Saelaemae, T. (2024). Anti-Corruption and Deradicalisation: Shaping a Generation with Integrity or Creating Apathetic Students? Journal of Education and Learning Sciences, 4(2), 101–110. https://doi.org/10.56404/jels.v4i2.115
Putra, A. L. T., Al Ayyubi, I. I., Fitriani, N., Noerzanah, F., & Almuzakky, A. H. (2026). Systematic Review of PBL–LMS Effects on Critical Thinking and Adversity Quotient in Elementary Education. GENIUS: Journal of Elementary Pedagogy and Innovation Studies, 2(1), 45–59. https://doi.org/10.62448/genius.v2i1.540
Putra, A. L. T., Fitriani, N., Noerzanah, F., & Nadawiyah, R. (2025). Mathematical Critical Thinking Ability and Adversity Quotient in Mathematics Learning: A Systematic Literature Review. GENIUS: Journal of Elementary Pedagogy and Innovation Studies, 1(2), 194–214. https://doi.org/10.62448/genius.v1i2.539
Syahid, A., Nuraisyah, D., Jannah, M., & Sumarni. (2025). Student Perspectives on JASP As a Learning Tool in English Educational Statistics. 5(1), 16–28. https://doi.org/https://doi.org/10.55148/etjar.v5i1.1267
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., & Hickey, D. T. (2023). What if the devil is my guardian angel : ChatGPT as a case study of using chatbots in education. Smart Learning Environments. https://doi.org/10.1186/s40561-023-00237-x
UNESCO. (2023). Guidance for generative AI in education and research. https://doi.org/https://doi.org/10.54675/EWZM9535
Yusuf, A., Pervin, N., & González, M. R. (2024). Generative AI and the future of higher education : a threat to academic integrity or reformation ? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-024-00453-6
Zhang, P., & Tur, G. (2024). A systematic review of ChatGPT use in K-12 education. October 2023, 1–22. https://doi.org/10.1111/ejed.12599
