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All Journal SIGMA: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Mandala Education (JIME) Jurnal Ilmiah Pendidikan Citra Bakti JPP (Jurnal Pendidikan dan Pembelajaran) Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Jurnal Abdimas Ilmiah Citra Bakti (JAICB) JUPIKA: JURNAL PENDIDIKAN MATEMATIKA JagoMIPA: Jurnal Pendidikan Matematika dan IPA MATH-EDU: Jurnal Ilmu Pendidikan Matematika Jurnal Citra Pendidikan Pedagogy : Jurnal Pendidikan Matematika Abdimas Indonesian Journal Jurnal Citra Pendidikan Anak Jurnal Citra Magang dan Persekolahan Jurnal Citra Kuliah Kerja Nyata Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Jurnal Pendidikan MIPA
Bela, Maria Editha
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Journal : Al-Jabar : Jurnal Pendidikan Matematika

 1 
Integrating ethnomathematics into a transformation geometry module to enhance self-efficacy Bela, Maria Editha; Wewe, Melkior
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i2.24564

Abstract

Background: Improving self-efficacy is essential for student success in mathematics, especially in complex topics like transformation geometry. Incorporating ethnomathematics into instructional modules provides a meaningful connection between mathematical concepts and cultural contexts, which can enhance student engagement and confidence.Aim: This research focuses on developing a teaching module grounded in ethnomathematics to foster self-efficacy among Class XI high school students in transformation geometry. The study also evaluates the module's validity and practicality.Method: Using the ADDIE framework (Analyze, Design, Develop, Implement, Evaluate) within a Research and Development (R&D) approach, the study utilized expert validation sheets to assess content and design quality. Practicality was measured through teacher and student feedback collected via questionnaires. Data were analyzed through qualitative and quantitative descriptive methods.Results: Expert reviews on content and design yielded an average score of 86, indicating the module's strong validity. Feedback from teachers and students produced an average score of 85.72, demonstrating the module's high level of practicality.Conclusion: The ethnomathematics-based module is validated as both effective and practical, making it a valuable resource for improving self-efficacy in transformation geometry.
Enhancing students' algebraic numeracy through the development of a concrete algebra box: R&D study in Indonesian secondary education Tali Wangge, Maria Carmelita; Bela, Maria Editha
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.27390

Abstract

Purpose: This study aims to improve students’ algebraic numeracy by developing a concrete teaching aid “the Algebra Box” to facilitate learning of addition and subtraction operations involving algebraic expressions among Grade VII students in Indonesia. Method: Employing the Research and Development (R&D) approach, this study followed six key stages: identifying potential problems, data collection, product design, design validation, product revision, and final implementation. The participants were students from Grade VII at SMPN 2 Soa, Indonesia. Data were collected through classroom observation, learning assessments, and validation by subject teachers. Pre- and post-intervention assessments were conducted to measure learning outcomes before and after the implementation of the Algebra Box. Findings: The results reveal a significant improvement in students’ numeracy skills. Prior to the intervention, 20 percent of students scored in the high category. After implementing the Algebra Box in learning sessions, this increased to 80 percent. Students showed enhanced conceptual understanding, active participation, and improved problem-solving accuracy. The concrete nature of the Algebra Box helped bridge abstract algebraic concepts with tangible representations, thereby reinforcing cognitive engagement and learning retention. Significance: This study highlights the effectiveness of manipulative-based learning tools in transforming mathematics education, particularly in developing countries where abstract reasoning often poses a major challenge. The Algebra Box not only supports the transition from teacher-centered to student-centered learning but also fosters critical thinking and collaborative problem-solving among students. These findings support the integration of concrete instructional media into algebra curricula as a strategic method to improve learning outcomes and mathematical confidence in early secondary education.
Co-Authors Anastasia Ndelos Jawa Angelus Weto Api, Jefrianus Ari, Sofia Bara, Florintina Elvin Beatriks Sare Bernadus Agustinus Dhaga Wewu Bili Bhoke, Wilibaldus Bhoke, Wilibaldus Bhoke Bili, Kristina Yasintha Ngodhu Bupu, Maria Ansiliana Coo Bule, Modesta Venidora Djawaria Pare, Prisko Yanuarius Do, Yulita Wea Dopo, Florentianus Dua, Yohanes Efrida Ita Elisabeth Tantiana Ngura Felista Ripo Suka Ferdinandus Bate Dopo Ferdinandus Samri Florintina Elvin Bara Foa, Anna Julita Fono, Yasinta Maria Fransiskus Xaverius Dolo Gelu, Afrianus Goan, Bonevantura Hari, Chistina Lusiana Hari, Christina Lusiana Hilarion Jogo Ita, Efrida Jodo, Dominikus Kaka Jogo, Hilarion Kedhi, Katharina Key, Katarina Karmelita Konstantinus Dua Dhiu, Konstantinus Dua Kristiyanti Kurnia Dhajo Kua, Maria Yuliana Lao, Maria Antonia Latong, Jefrianus Lewa, Yusta Selvianjeli Lola, Teofania Kristina Lola, Teofania Krsina Maria Ansiliana Bupu Maria Antonia Lao Maria Bonifasia Pita Kosu Maria Carmelita Tali Wangge Maria Carmelita Tali Wangge Maria Dolorosa Piu Maria Efriliana Diru Maria Ermelinda Woa Maria Jenianti Pegi Maria Yoanita Ngina Marsianus Meka Mbela, Natalia Melania Santika Wona Melkior Wewe Melkior Wewe Modesta Dobe Pati Naru, Deyflora Meo Natalia Mbela Natalia Rosalina Rawa Natalia Rosalina Rawa Natalia Rosalina Rawa Ndiu, Yultiana Ngao, Priska Ngode, Karolina Noa, Priska Ermelinda Oskarina Gelo Pantaleon, Kristianus Viktor Pare, Prisko Yanuarius Djawaria Pati, Modesta Dobe Pelipus Wungo Kaka Petronela Co'o Piu, Maria Dolorosa Prisko Yanuarius Djawaria Pare Prisko Yanuarius Djawaria Pare Prisko Yanuarius Djawaria Pare Putrini, Maria Anjelina Rasdiyanti, Yohana Rewo, Josep Marianus Rewo, Josep Marsianus Roas, Novita Rosalia Lende Rua, Maria Oktavia Dede Siska Lengi Suka, Felista Ripo Tali Wangge, Maria Carmelita Veronika Meo Wale, Lafisius Tena Wangge, Maria C.T Wangge, Maria Carmelita Tali Wangge, Maria Carmelita Tali Wangge Wani, Bernabas Watu, Vinsensius Wea, Marselina Wena, Hendrika Weto, Angelus Wewe, Melkior Wewe, Melkior Wewe Wilibaldus Bhoke Wilibaldus Bhoke Woa, Maria Ermelinda Woli, Roslinantia Wona, Melania Santika Yasinta Maria Fono Yesechiel Awo Bha Yohana Rasdiyanti Yohanes Dua Yohanes Vianney Sayangan Yulita Wea Do Yultiana Ndiu