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Pedagogical Fragmentation and Elementary Teachers’ Perceived Readiness to Integrate AI into Ethnomathematics-Based Project Learning

Artigo2026

Novia Frisda Eldiana; Subanji; Ponimin; Aynin Mashfufah; Eddy Sutadji; Mardhatillah

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Resumo

Elementary mathematics teachers are encouraged to combine artificial intelligence (AI), project-based learning, and culturally grounded instruction, yet how they negotiate these demands in everyday classrooms remains insufficiently understood. This study aims to examine teachers' perceived readiness and pedagogical challenges in integrating AI with ethnomathematics-based project learning in two elementary schools in Tulungagung, Indonesia. The study employed a preliminary qualitative descriptive case study involving four fifth-grade teachers, supplemented by questionnaire responses from 62 pupils. Data was collected through two weeks of classroom observations, semi-structured teacher interviews, and a nine-item pupil questionnaire. Interview and observation data were analyzed through iterative coding guided by the Miles–Huberman framework, while questionnaire responses were summarized descriptively. The findings revealed pedagogical fragmentation: project activities, digital applications, and cultural examples were generally implemented separately rather than integrated into mathematical inquiry. Teachers described difficulties coordinating AI-related guidance, project design, local cultural resources, and curricular expectations. Among pupils, 80% reported boredom in mathematics, 90% favored interactive digital challenges, and 75% expressed interest in local culture. These accounts do not establish measured AI competence, cognitive overload, or causal effects on pupil experiences. The study contributes context-specific evidence distinguishing technological access from pedagogical readiness, with implications for collaborative lesson design, responsible AI literacy, and culturally grounded mathematics instruction.

Dados da obra

Tipo
Artigo
Periódico
Journal of Integrated Elementary Education, v. 6, n. 2, p. 446-464
Editora
Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Walisongo Semarang
Ano
2026 (2026-09)
Idioma
en
Palavras-chave
artificial intelligence; ethnomathematics; teacher critical reflection; project-based learning; pedagogical fragmentation
Temas
Etnomatemática
DOI
10.21580/jieed.v6i2.32196
ISSN
2776-1657
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/11/2026 · verificada em 01/11/2026

Como citar

ABNT
ELDIANA, Novia Frisda et al.. Pedagogical Fragmentation and Elementary Teachers’ Perceived Readiness to Integrate AI into Ethnomathematics-Based Project Learning. Journal of Integrated Elementary Education, v. 6, n. 2, p. 446-464, 2026. DOI: https://doi.org/10.21580/jieed.v6i2.32196.

APA

Eldiana, N. F., Subanji,, Ponimin,, Mashfufah, A., Sutadji, E., & Mardhatillah, (2026). Pedagogical Fragmentation and Elementary Teachers’ Perceived Readiness to Integrate AI into Ethnomathematics-Based Project Learning. Journal of Integrated Elementary Education, 6(2), 446-464. https://doi.org/10.21580/jieed.v6i2.32196

BibTeX
@article{eldiana2026,
  author = {Eldiana, Novia Frisda and Subanji and Ponimin and Mashfufah, Aynin and Sutadji, Eddy and Mardhatillah},
  title = {Pedagogical Fragmentation and Elementary Teachers’ Perceived Readiness to Integrate AI into Ethnomathematics-Based Project Learning},
  year = {2026},
  journal = {Journal of Integrated Elementary Education},
  volume = {6},
  number = {2},
  pages = {446-464},
  publisher = {Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Walisongo Semarang},
  doi = {10.21580/jieed.v6i2.32196},
  language = {en}
}
RIS
TY  - JOUR
AU  - Eldiana, Novia Frisda
AU  - Subanji
AU  - Ponimin
AU  - Mashfufah, Aynin
AU  - Sutadji, Eddy
AU  - Mardhatillah
TI  - Pedagogical Fragmentation and Elementary Teachers’ Perceived Readiness to Integrate AI into Ethnomathematics-Based Project Learning
PY  - 2026
JO  - Journal of Integrated Elementary Education
VL  - 6
IS  - 2
SP  - 446
EP  - 464
DO  - 10.21580/jieed.v6i2.32196
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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