NUMERACY LITERACY AND LEARNING STYLES: A SYSTEMATIC REVIEW OF ARTIFICIAL INTELLIGENCE TUTOR USE
Abstract
Despite the growing integration of Artificial Intelligence (AI) in education, there remains a critical gap in research that specifically synthesizes how AI tutors interact with diverse learning styles to influence students' numeracy literacy. Previous studies tend to address AI in education or learning styles in isolation, without examining their intersecting effects on numeracy outcomes. This study aims to map the profile of students' numeracy literacy across learning styles when using an AI tutor, analyze student interaction patterns with AI tutor features, and identify factors influencing numeracy literacy outcomes. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, analyzing 14 peer-reviewed articles published between 2018 and 2025 from Scopus and ScienceDirect databases. Bibliometric analysis using VOSViewer identified four conceptual clusters with "numeracy literacy," "learning style," "artificial intelligence," and "ChatGPT" as central nodes. Findings reveal that AI tutors demonstrate significant potential to improve numeracy literacy with gains of 28.7%–32% across studies by adapting to Visual, Auditory, Read/Write, and Kinesthetic (VARK) learning preferences, with visual learners showing the highest gains. This review provides a novel synthesis by integrating AI tutor effectiveness with learning style perspectives in numeracy literacy, offering theoretical and
Meskipun integrasi kecerdasan buatan (AI) dalam pendidikan semakin meluas, masih terdapat kesenjangan penelitian mensintesis bagaimana AI tutor berinteraksi dengan berbagai gaya belajar untuk memengaruhi literasi numerasi siswa. Studi-studi sebelumnya cenderung mengkaji AI dalam pendidikan atau gaya belajar secara terpisah, tanpa meneliti efek persilangannya terhadap hasil numerasi. Penelitian ini bertujuan untuk memetakan profil literasi numerasi siswa ditinjau dari gaya belajar dalam penggunaan AI tutor, menganalisis pola interaksi siswa dengan fitur AI tutor, serta mengidentifikasi faktor-faktor yang memengaruhi hasil literasi numerasi. Systematic Literature Review (SLR) dilakukan mengacu pada panduan PRISMA , dengan menganalisis 14 artikel jurnal ilmiah yang diterbitkan antara tahun 2018- 2025 dari database Scopus dan ScienceDirect. Analisis bibliometrik menggunakan VOSViewer mengidentifikasi empat klaster konseptual dengan "literasi numerasi," "gaya belajar," "kecerdasan buatan," dan "ChatGPT" sebagai simpul sentral. Temuan menunjukkan bahwa AI tutor memiliki potensi signifikan dalam meningkatkan literasi numerasi dengan peningkatan 28,7%–32% lintas studi melalui adaptasi terhadap preferensi belajar Visual, Auditori, Read/Write, dan Kinestetik (VAK), dengan siswa visual menunjukkan peningkatan tertinggi. Tinjauan ini memberikan sintesis baru dengan mengintegrasikan efektivitas AI tutor dan perspektif gaya belajar terhadap literasi numerasi, sekaligus menawarkan implikasi teoritis dan praktis dalam mengembangkan strategi pembelajaran berdiferensiasi yang terintegrasi AI.
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