Mathematical Resilience in AI-Assisted Mathematics Learning Among Junior High School Students
DOI:
https://doi.org/10.61255/jupiter.v4i2.1049Keywords:
Mathematical Resilience, AI-Assisted Learning, Mathematics Learning, Learning Barriers, Junior High School StudentsAbstract
Purpose: This study aims to explore students’ mathematical resilience in overcoming learning barriers through AI-assisted mathematics learning at SMP Negeri 2 Tombolopao. Methods: This study employed a qualitative case study design involving junior high school students with varying levels of mathematical ability. Data were collected through semi-structured interviews, classroom observations, field notes, and documentation of students’ interactions with Artificial Intelligence-based learning systems. The data were analyzed using thematic analysis through coding, categorization, and theme identification to examine learning barriers, adaptive strategies, and the role of Artificial Intelligence in supporting mathematical resilience. Findings: The findings revealed that students experienced multidimensional learning barriers, including difficulties in conceptual understanding, mathematics anxiety, low self-confidence, and weak self-regulation. AI-assisted learning supported students by providing immediate feedback, flexible learning opportunities, and emotionally safe environments that encouraged persistence, reflective thinking, and adaptive problem-solving strategies. Students demonstrated increased confidence and willingness to retry mathematical tasks after interacting with Artificial Intelligence-based learning support. Research Implications: This study contributes theoretically to the development of mathematical resilience in digital learning contexts and provides practical implications for integrating Artificial Intelligence into mathematics instruction to support adaptive and student-centered learning at the junior high school level.
Abstract views: 1
, 
PDF downloads: 0
Downloads
References
Al-Sayed, D. K. M., Maree, H. A. B., Abdel Latif, ager S. M., Muhammad, I. M. M., Mahmoud, I. M. M., Mobarak, M. M. S., Seif, T. M. A., & Ouaf, M. E. M. (2024). Difficulties in Learning Mathematics Among Primary School Pupils. 224-221, (1)1, 221–244. https://doi.org/10.21608/aash.2024.368787
Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248. https://doi.org/10.3758/BF03194059
Bastian, B., Frederiks, A. J., & Englis, B. G. (2026). Breaking the status-quo: How bias awareness and metacognitive engagement sequentially debias entrepreneurial decisions. Journal of Business Venturing Insights, 25, e00604. https://doi.org/10.1016/j.jbvi.2026.e00604
Dembitska, S., Yarovyi, R., & Duk, J. (2024). The impact of AI-tutors on the motivation and learning effectiveness of students. Health and Safety Pedagogy, 9(1), 43–49. https://doi.org/10.31649/2524-1079-2024-9-1-043-049
Fitriani, N., & Widjajanti, D. B. (2024). Didactical design of learning mathematics in reducing students’ learning obstacles. 140010. https://doi.org/10.1063/5.0133555
Hau, N. H., Nam, P. S., Son, T. C., Anh, D. C. L., Van, N. T., Tu, P. T. T., Nga, T. T., & Mai, V. X. (2026). Integrating Generative AI and Cultural Storytelling to Enhance Geometry Learning in Vietnamese Primary Classrooms: A Quasi-Experimental Study. Education Sciences, 16(4), 588. https://doi.org/10.3390/educsci16040588
Hiebert, J., & Grouws, D. A. (2007). The Effects of Classroom Mathematics Teaching on Students’ Learning. Second Handbook of Research on Mathematics Teaching and Learning.
Ibrahim, M., & Ch, R. K. (2024). The Importance of Mathematical Thinking in the Classroom: A Theoretical Analysis (pp. 203–210). https://doi.org/10.1007/978-981-99-7798-7_17
İnci Kuzu, Ç. (2025). Mathematics teachers’ AI literacy, anxiety, and perceptions of AI integration in mathematics education: a mixed-methods study. BMC Psychology, 14(1), 42. https://doi.org/10.1186/s40359-025-03836-0
Ishak, H., Waluya, S. B., Rochmad, R., & Aminah, N. (2020). Creative Thinking Based on Technology in Mathematical Problems. https://doi.org/10.2991/assehr.k.200402.058
Joe, A. R., Meiliasari, M., & Rahayu, W. (2023). Research on Mathematical Resilience: A Literature Review. Jurnal Riset Pendidikan Matematika Jakarta, 5(2). https://doi.org/10.21009/jrpmj.v5i2.23088
Kanvaria, V. K., & Srivastava, T. (2025). Artificial Intelligence Tools in Mathematics Education: A Theoretical Inquiry into their Transformative Potential. Thiagarajar College of Preceptors Edu Spectra, 7(2), 29–37. https://doi.org/10.34293/eduspectra.v7i2.05
Karroum, S. Y. A., Elshaiekh, N. E. M., & Al-Hijji, K. Z. (2024). Exploring the Role of Artificial Intelligence in Education: Assessing Advantages and Disadvantages for Learning Outcomes and Pedagogical Practices. International Journal of Innovative Research in Engineering & Multidisciplinary Physical Sciences, 12(4). https://doi.org/10.37082/IJIRMPS.v12.i4.231000
Kayes, D. C., Tian, J., & Wirtz, P. (2022). Overcoming Unpleasant Affective Experiences when Learning: A Latent Profile Analysis of Resilience. Academy of Management Proceedings, 2022(1). https://doi.org/10.5465/AMBPP.2022.12198abstract
Khotimah, K., Kamil Budiarto, M., Amarulloh, A., Meisa Diningrat, S. W., Nurveda Carreza, A., & Ho Son, J. (2026). Fostering Creativity Through Meta Virtual Project-Based Networked Learning: An In-Depth Examination. Electronic Journal of E-Learning, 24(1), 93–108. https://doi.org/10.34190/ejel.24.1.4302
Kurian, B. (2022). The Study of Activity Based Learning (ABL) and their Challenges in Implementation for Higher Education Institutions. Asian Journal of Science and Applied Technology, 11(2), 7–12. https://doi.org/10.51983/ajsat-2022.11.2.3216
Kyianovskyi, A., & Pozdniakova, T. (2026). Fostering student psychological resilience using humanitarian art pedagogy in wartime Ukraine. Discover Education, 5(1), 103. https://doi.org/10.1007/s44217-026-01199-1
Mansoor, H. M. H., Alquaary, M. A., Aisha, F. M. A., & Alquaary, A. (2026). A qualitative exploration of AI literacy development in Saudi media education. Discover Education, 5(1), 329. https://doi.org/10.1007/s44217-026-01356-6
Mayani, D. E. (2024). A Literature Study of Mathematical Anxiety Against Mathematics Learning and Explore the Student Mathematical Anxiety. Rangkiang Mathematics Journal, 3(1), 1–10. https://doi.org/10.24036/rmj.v3i1.44
Meilani, A., & Meiliasari, M. (2024). Systematic Literature Review: Resiliensi matematis dalam pembelajaran matematika. AKSIOMA : Jurnal Matematika Dan Pendidikan Matematika, 15(3), 406–418. https://doi.org/10.26877/aks.v15i3.21215
Miles, M. B., & Huberman, A. M. (1994). Practicing Cooperative Learning Model Using Picture Cube and Story Marker to Improve Writing Skills. 1(1), 29–40.
Novita Barokah, Lulut Suhermi, & Rahmat Kamal. (2025). Learning Strategies in the 21st Century: Opportunities and Challenges. JURNAL RISET RUMPUN ILMU PENDIDIKAN, 4(2), 161–172. https://doi.org/10.55606/jurripen.v4i2.5546
Ntumi, S., Adzifome, S. N., Nyamekye, T., & Vedor, F. K. (2026). Culturally responsive assessment in mathematical word problems and numerical cognition in multilingual education. Scientific Reports, 16(1), 5133. https://doi.org/10.1038/s41598-026-35864-0
Oszwa, U. (2022). Mathematical Resilience as a Conceptual Framework for School Practice. Multidisciplinary Journal of School Education, 11(1 (21)), 99–114. https://doi.org/10.35765/mjse.2022.1121.05
Pakala, Y., & Guniganti, S. (2026). Advancing Digital Extension Education: Development and Validation of Digital Learning Engagement Scale. Indian Journal of Extension Education, 62(1), 159–165. https://doi.org/10.48165/IJEE.2026.621RT04
Rustamovna, D. L. (2024). The Importance and Advantages of Thinking-Based Learning. American Journal of Science and Learning for Development, 3(7), 42–48. https://doi.org/10.51699/ajsld.v3i7.64
Schuetze, B. A. (2025). The self-regulated learning paradox: Or, one reason why educational interventions might fail. https://doi.org/10.31234/osf.io/wvd7a_v1
Serin, H. (2023). Mathematics Anxiety: Overcoming Challenges and Achieving Success. International Journal of Social Sciences & Educational Studies, 10(2). https://doi.org/10.23918/ijsses.v10i2p383
Trejo-Macotela, F. R., González-Peralta, M. F., Godínez-Flores, G. C., & Olivares-Escorza, M. (2026). Artificial Intelligence, Academic Resilience, and Gender Equity in Education Systems: Ethical Challenges, Predictive Bias, and Governance Implications. Education Sciences, 16(4), 605. https://doi.org/10.3390/educsci16040605
UNESCO. (2020). Inclusion and Education: All Means All. In UNESCO.
Yan, H., & Singh, M. K. S. (2026). The impact of AI-mediated instruction on speaking proficiency, enjoyment, anxiety, and emotional engagement: a mixed-methods approach. Humanities and Social Sciences Communications, 13(1), 568. https://doi.org/10.1057/s41599-026-06705-2
Yeribatuah, P., & Boateng, F. O. (2026). Artificial intelligence impacts learners’ mathematics interest performance and perception. Discover Education, 5(1), 341. https://doi.org/10.1007/s44217-026-01314-2
Yoshida, M., Duangchinda, V., & Ruangrit, N. (2025). AI-Supported Learning in Online Discussion Forums: A Scoping Review. Electronic Journal of E-Learning, 24(1), 19–35. https://doi.org/10.34190/ejel.24.1.4409
Yu, C. (2024). Research on Challenges and Strategies of Students’ Adaptive Learning within AI. Journal of Education, Humanities and Social Sciences, 38, 117–124. https://doi.org/10.54097/mhkpyq51
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mesrah, Sukmawati, Andi Husniati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
