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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Matematika dan IPA Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Edukasi Matematika dan Sains Al-Jabar : Jurnal Pendidikan Matematika Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Elementary: Jurnal Ilmiah Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Desimal: Jurnal Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Basicedu Jurnal Caksana: Pendidikan Anak Usia Dini Jurnal Magister Pendidikan Matematika (JUMADIKA) Mandalika Mathematics and Educations Journal JIIP (Jurnal Ilmiah Ilmu Pendidikan) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Mitra PGMI: Jurnal Kependidikan MI Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Edumatica: Jurnal Pendidikan Matematika Jurnal Basicedu Journal of Innovation and Research in Primary Education Innovative: Journal Of Social Science Research JS (Jurnal Sekolah) MATHEdunesa Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Nuwo Abdimas
Nurhanurawati Nurhanurawati
Universitas Lampung
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Journal : Al-Jabar : Jurnal Pendidikan Matematika

 1 
The analysis of junior high school students’ mathematical literacy: Field study in Bandar Lampung Nurhanurawati, Nurhanurawati; Caswita, Caswita; Bharata, Haninda; Widyastuti, Widyastuti
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): 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.v13i1.11659

Abstract

Mathematical literacy is a person's ability to formulate, apply and interpret mathematics in various contexts, including the ability to reason systematically and use concepts, procedures, and facts to describe, explain or predict an event. Therefore, mathematical literacy is essential in everyday life. This article analyzed the mathematical literacy of junior high school students in Bandar Lampung. Data were collected by giving mathematical literacy questions to junior high school students. The data were analyzed descriptive–quantitatively. The research population is 14–15 years junior high school students in Bandar Lampung City. The research sample was selected using a stratified sampling technique to get students from several favorable and unfavorable public and private junior high schools. The research instrument was a test on the mathematical literacy of junior high school students. The results showed that junior high school students in Bandar Lampung were generally able to solve mathematical literacy problems whose information was clearly available, solve problems procedurally, and use basic algorithms, formulas, procedures, or conventions involving integers. However, they have yet to solve problems that involve constraints or make assumptions. They have not been able to select and integrate different representations, including symbolic ones, relate them directly to aspects of real–world situations and have not been able to solve problems related to everyday life that they rarely encounter.
Socrates questions to optimize students critical thinking Rahmawati, Dwi; Vahlia, Ira; Mustika, Mustika; Yunarti, Tina; Nurhanurawati, Nurhanurawati
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): 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.v13i2.13728

Abstract

The ability to think critically is one of the abilities that must be possessed by students in facing the rapid development of the times. Students' critical thinking skills can be developed through Socratic questions. This research is to find out 1) the types of Socratic questions used in learning and 2) whether Socratic questions can optimize students' critical thinking skills. The method used is a qualitative and quantitative approach with a pretest-posttest one group design. The research subjects were mathematics education students who attended linear algebra courses at Muhammadiyah Metro University. Data collection was carried out through observation and tests with descriptive qualitative and quantitative data analysis techniques. Socratic questions asked by lecturers in learning linear algebra include questions of clarification, investigative assumptions, reasons, investigative evidence, and beliefs. Socrates' questions can stimulate students' critical thinking activities to strengthen their understanding of concepts. Students' critical thinking skills increased in the medium category. The types of Socratic questions used in learning are distinguished based on three stages, namely in the introduction stage, the types of questions asked by the lecturer are clarification questions. At the core stage, Socratic questions include questions of clarification, investigative assumptions, evidence/reasons, and beliefs. And in the concluding stage, Socrates' question is a clarifying question. Socratic questions used in learning can optimize students' critical thinking skills. The results of this study are expected to be a reference for lecturers in applying Socratic questions in learning, especially in linear algebra courses.
Using the realistic mathematics education (RME) approach with scaffolding to enhance mathematical representation ability Putra, Rizki Wahyu Yunian; Sutiarso, Sugeng; Nurhanurawati, Nurhanurawati
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.v15i2.24560

Abstract

Background: Mathematical representation skills are essential for understanding and applying mathematical concepts. However, many students struggle to connect abstract concepts to real-life situations, making it difficult for them to improve their representation skills.Aim: This study aims to develop and test the effectiveness of the Realistic Mathematics Education (RME) approach, supported by scaffolding, in improving students' mathematical representation skills.Method: The study followed the ADDIE model, which includes five steps: Analysis, Design, Development, Implementation, and Evaluation. The participants were 50 second-semester students from classes A, C, and D in the Mathematics Education program at UIN Raden Intan Lampung.Results: The development of the Realistic Mathematics Education (RME) model with scaffolding was validated by eight expert validators, confirming its validity and practicality. The model was designed to align with learning objectives, incorporate real-world contexts, and provide structured scaffolding tailored to students’ needs. During implementation, the model demonstrated practicality as students actively engaged with learning activities and gradually developed independence in problem-solving. The effect size calculation of 0.9, categorized as high, confirmed the model’s effectiveness in significantly enhancing students' mathematical representation skills.Conclusion: The RME approach with scaffolding is an effective method to improve the quality of mathematics learning in higher education. It helps students better understand and apply mathematical concepts by linking them to practical problems.
Development of an ethnomathematics-based E-LKPD on flat-sided solid geometry to enhance elementary students’ critical thinking skills Rahayu, Salamah Tri; Nurhanurawati, Nurhanurawati; Rohman, Fatkhur; Adha, Mohammad Mona
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.v16i1.27378

Abstract

Purpose: This study aims to develop an ethnomathematics-based electronic student worksheet (e-LKPD) on flat shapes material that is valid, practical, and effective in improving the critical thinking skills of elementary school students. The integration of cultural elements into mathematics education is intended to make learning more meaningful and contextually relevant. Method: The research employed the Plomp development model, consisting of three phases: (1) preliminary investigation to identify learning needs and cultural relevance, (2) design and development of the e-LKPD incorporating ethnomathematical elements from the Lampung tapis cloth, and (3) evaluation of validity by experts, practicality by students, and effectiveness through pretest-posttest comparisons. Findings: The results of the study indicate that the developed ethnomathematics-based e-LKPD is highly valid, practical, and effective in supporting students' learning. Expert evaluations confirmed that the content, language, and media used in the e-LKPD met high standards of quality. Students found the material easy to use, engaging, and aligned with their learning needs. Moreover, the implementation of the e-LKPD led to a noticeable improvement in students’ critical thinking skills, as reflected in their increased ability to comprehend, analyze, and reflect on mathematical concepts presented through cultural contexts. Significance: This study contributes to the advancement of culturally responsive digital pedagogy in mathematics education. The ethnomathematics-based e-LKPD not only improves critical thinking but also fosters cultural appreciation and engagement. It serves as a replicable model for integrating local culture into digital learning tools and supports educational innovation aligned with 21st-century competencies.
Co-Authors Abdul Kohar Agung Putra Wijaya, Agung Putra alamin, Alamin Alben Ambarita Amalia, Zahrina anisa, tria Antomi Saregar Anwariyah, Fathul Armansyah Armansyah Aulia Gustina Citra Azahra, Siti Rahma Azzahra, Luthfia Caswita Caswita Coesamin, Coesamin Dimas Permadi Dina Maulina Dinda, Dinda Dwi Permatasari DWI RAHMAWATI DWI YULIANTI Efriyadi, Dodi Egatri, Dewi Erlinawati Erlinawati, Erlinawati erna wati Fatkhur Rohman Fitriyani Fitriyani Fredi Ganda Putra Handayani, Indah Haninda Bharata Heldawati, Heldawati Hendra, Putra You Herpratiwi Herpratiw Imama, Khoirunnisa Ira Damayanti, Ira Ira Vahlia Kismanto Kismanto, Kismanto Lengkana, Dewi Lorenza, Dela Alifa Ma'sumah, Ma'sumah Mardani, Maya Mohammad Mona Adha Muhammad Mona Adha Murni, Cahya Intan Mustika Mustika Nurain Suryadinata Nurlelasari, Dian Nurwahidin, Muhammad Oktaviani, Siti Pargito Pargito Pixyoriza, Pixyoriza Putri, Risna Estuning Qonita Afriyani, Qonita Rahayu, Salamah Tri Rahma Diani, Rahma Ramadhan, Riyan Rangga Firdaus Rizki Wahyu Yunian Putra Rofiqul Umam Rosa, Kysa Windia Ryzal Perdana Safitri, Lauressya Mega Sagita, Ni Kadek Desi Lia Santi Widyawati Setiawati, Santy Sholihah , Ana Putri Sova, Faila Sri Hastuti Noer Sugeng Sutiarso Sulistiana Sulistiana, Sulistiana Suparman Suparman Syukri, Ridwan Tina Yunarti Undang Rosidin Utami, Pricilia Deyalita Viyanti Viyanti Widiastuti, Maria Vionita Widyastuti Widyastuti Wulandari, Dewi Sri Rizki Zahra, Amelia Zahra, Nur Az