Eksistensi AI Generatif (GenAI) dalam Pendidikan Matematika: Tantangan Asesmen dan Risiko Miskonsepsi bagi Guru di Sekolah
Keywords:
Mathematics Education, Generative Artificial Intelligence, Learning Assessment, Misconception Risk, Teacher ChallengesAbstract
The rapid development of Artificial Intelligence (AI), especially Generative AI (GenAI), is reshaping educational practices, including mathematics education in schools. This study examines key issues and challenges arising from the presence of GenAI for mathematics teachers, with particular attention to assessment practices and the risk of misconceptions. Using a qualitative literature review approach, relevant studies, reports, and scholarly discussions on GenAI in learning are analyzed to map emerging classroom dynamics and pedagogical implications. The findings indicate four major concerns: first, students may develop increased dependency on GenAI, reducing persistence in problem-solving; second, teachers face growing difficulty in assessing authentic mathematical understanding because AI-generated outputs can obscure students’ reasoning processes; third, there is a potential decline in critical and creative thinking when GenAI is used as a shortcut rather than as support for exploration; and fourth, misconceptions may occur when AI-generated answers oversimplify concepts, omit assumptions, or present incorrect reasoning in a persuasive form. These challenges highlight the need for adaptive assessment strategies and stronger digital-ethical literacy to ensure that mathematics education remains meaningful and reliable in the GenAI era.
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