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All Journal Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Kontinu: Jurnal Penelitian Didaktik Matematika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika Desimal: Jurnal Matematika MATAPPA: Jurnal Pengabdian Kepada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika Guru Tua : Jurnal Pendidikan dan Pembelajaran Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ANARGYA: Jurnal Ilmiah Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Mandalika Mathematics and Educations Journal Koordinat : Jurnal Pembelajaran Matematika dan Sains Aksioma Journal of Educational Sciences Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan MIPA AKSIOMA Media Pendidikan Matematika
Rafiq Badjeber
UIN Datokarama Palu
Religion Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Profile of Seventh-Grade Middle School Students' Understanding of Fractions Siva Natun; Rafiq Badjeber; Yulia Yulia
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 1: May 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.1.111-122

Abstract

This study aims to describe seventh-grade students' understanding of fractions at SMP. This study employs a descriptive qualitative approach and a case study design, with three students as subjects classified into high, medium, and low categories. Data were collected through tests, interviews, and documentation. The study's results show that students' understanding of fractions varies. Students in the high category can explain and apply the concept of fractions effectively. Students in the medium category still have difficulty distinguishing between types of fractions, but can explain the meaning of a fraction and give everyday examples. Meanwhile, students in the low category show limited understanding of the concept, as they still have difficulty explaining fractions and are therefore unable to apply it effectively.Keywords: Fraction concepts, Conceptual understanding, Mathematics learning,  Junior high school students
GEMA: Google Site for Education in Mathematic and Algebra to Enhance Students’ Critical Thinking Fatimah, Siti Lista; Rafiq Badjeber; Riska Elfira
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30785

Abstract

This study addresses the persistent challenge of developing students’ critical thinking skills in mathematics, particularly in algebra, within increasingly digital learning environments. It aims to examine how a structured digital learning environment, GEMA (Google Sites for Education in Mathematics and Algebra), supports the development of students’ critical thinking processes. A quasi-experimental design with a non-equivalent control group was employed, involving an experimental group using GEMA and a control group receiving conventional instruction. Data were collected using a validated critical thinking test covering four indicators: interpretation, analysis, evaluation, and inference. The results indicate that the experimental group achieved a higher N-Gain score (0.7572, high category) compared to the control group (0.6553, medium category). Inferential analysis using an independent samples t-test revealed a statistically significant difference between groups (p = 0.044), confirming the effectiveness of the intervention. In addition, the data distribution met normality and homogeneity assumptions, supporting the validity of the statistical analysis. The most substantial improvements were observed in evaluation and inference, suggesting that the structured digital environment supports deeper reasoning processes rather than surface-level understanding. These findings indicate that the effectiveness of digital learning is not determined solely by technological features, but by the extent to which instructional design aligns with cognitive processes. In conclusion, GEMA represents an effective and pedagogically grounded approach to enhancing critical thinking in mathematics, contributing to a more nuanced understanding of how digital environments can function as cognitive mediators in supporting higher-order thinking skills.
The Effect of The Wordwall Educational Game on Students’ Mathematical Understanding of Integer Addition and Subtraction Hairunnisa, Zazkia; Badjeber, Rafiq; Elfira, Riska
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.964

Abstract

Students’ understanding of integer addition and subtraction at the junior high school level is still limited, even though these topics are fundamental in mathematics. Engaging learning media, such as the educational game Wordwall, is believed to support a more effective mathematical understanding. This study aims to examine the effect of the Wordwall educational game on students’ mathematical understanding. The method used in this research is a quasi-experimental design with a nonequivalent control group design. The research population consisted of seventh-grade students at SMP Negeri 3 Palu, with two classes selected as the sample: Class VII I as the experimental group and Class VII K as the control group. Data were collected through mathematical understanding tests that had met the standards of validity and reliability. The results indicate that the use of the Wordwall educational game enhances student engagement and participation; however, no significant difference was found between the experimental and control classes in terms of mathematical understanding. The Mann–Whitney U test yielded a p-value of 0.644, which is greater than the significance level (p > 0.05). This is believed to be influenced by differences in students’ prior knowledge, the relatively short duration of the media’s use, and the media’s lack of suitability for visualizing mathematical concepts. Consequently, the use of Wordwall did not have a significant effect on students’ mathematical understanding of integer addition and subtraction.
Comparative Numeracy in Statistical Reasoning of Pre-Service Early Childhood Teachers Dina Apryani; Elce Purwandari; Annisa Yulistia; Rafiq Badjeber; Chika Rahayu; Maya Adina Pratama
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.216

Abstract

This study aims to analyze differences in statistical reasoning and numeracy skills between two groups of PG-PAUD Study Program students. Using a quantitative comparative approach, all 49 PG-PAUD students enrolled in statistics during the 2025/2026 even semester were included, divided into class A (25 students) and class B (24 students). The second group used IBM SPSS Statistics and the VClass platform for equivalent learning. Data were obtained through a digital-based final semester exam with 25 multiple-choice questions assessing statistical reasoning. Data analysis included normality and homogeneity tests, followed by an independent sample t-test and effect size analysis using Cohen’s d with IBM SPSS Statistics at a significance level of 0.05. Results show no significant difference in numeracy abilities in statistical reasoning between classes (t = 1.295; sig. = 0.201 > 0.05; Cohen's d = 0.37). Although class A had a higher average score (M = 81.28; SD = 13.99) compared to class B (M = 76.00; SD = 14.54), this difference was not statistically significant, and the effect size was small. Indicator analysis highlighted that students excelled most in selection analysis, but scored lower in understanding concepts, interpreting, and drawing conclusions. These findings underscore that while technology-based learning yields comparable statistical reasoning results, there is still room for deeper skill development
The Influence of Visual Learning Style and Mathematical Learning Motivation on Geometry Understanding of Class X Students of MAN 2 Palu City Achmad Nuuryadin; Rafiq Badjeber; Yulia Yulia
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.482-497

Abstract

This study aims to analyze the influence of visual learning styles and mathematical learning motivation on the understanding of geometry material of class X students of MAN 2 Palu City. This study is motivated by the importance of visualization abilities and learning motivation in understanding abstract and spatial geometric concepts. The study uses a quantitative approach with an ex post facto research type. The research sample consisted of 219 students selected using a simple random sampling technique. Data collection was carried out through a visual learning style questionnaire, a mathematical learning motivation questionnaire, and a geometry understanding test. Data analysis used multiple linear regression. The results showed that visual learning styles had a positive and significant effect on geometry understanding with a significance value of 0.001. Mathematical learning motivation also had a positive and significant effect with a significance value of 0.001. Simultaneously, both variables had a significant effect on geometry understanding with an F_count value of 163.484 and a coefficient of determination of 0.602. This study concluded that students' geometry understanding was influenced by their visual abilities and mathematical learning motivation.
The Effect of Differentiated Learning on Understanding the Concept of Quadratic Functions at MAN 2 Palu City Khairil Anwar; Rafiq Badjeber; Yulia Yulia
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.550-561

Abstract

Students’ understanding of mathematical concepts, particularly in quadratic functions, is still relatively low because the material requires abstract and representational thinking skills. Therefore, an adaptive learning approach that accommodates students’ learning characteristics is needed. This study aimed to determine the effect of differentiated instruction on students’ understanding of quadratic function concepts in class X of MAN 2 Palu City. This study employed a quantitative approach with a quasi-experimental method using a One-Group Pretest-Posttest Design. The research sample was selected through purposive sampling. The research instrument consisted of an essay test on quadratic function conceptual understanding that had been validated by experts. Data were analyzed using descriptive statistics and inferential statistics through the Paired Sample t-Test. The results showed that the average pretest score of students was 77.17, while the average posttest score increased to 88.17 after the implementation of differentiated instruction. The hypothesis testing results indicated a significance value of less than 0.05, showing a significant difference between pretest and posttest scores. In addition, the Cohen’s d effect size indicated a very large effect category. Thus, differentiated instruction can be considered an effective learning approach to improve students’ understanding of quadratic function concepts.
The reflective process of prospective mathematics teachers in proof construction Badjeber, Rafiq; Rizal, Muh.; Rochaminah, Sutji; Pathuddin
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): 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.v17i2.30558

Abstract

Purpose: This study explores the reflective processes of prospective mathematics teachers in proof construction, analyzed through Toulmin’s argumentation framework and Surbeck’s reflective thinking phases. Method: This study employed a qualitative case study design. Twenty prospective mathematics teachers at a university in Palu City were asked to solve a mathematical proof task. Their solutions were categorized into four types, representing variations in argumentation and reflective processes. One participant from each type was selected for interviews to obtain more in-depth insights. The collected data were analyzed using thematic analysis, involving coding and theme development guided by Toulmin’s and Surbeck’s frameworks. Findings: The results indicate that prospective teachers who demonstrated a relatively complete reflective process in proof construction were able to identify relevant information, develop logical reasoning, and evaluate their proof steps. In contrast, those who exhibited transitional, limited, and minimally developed reflective processes showed increasing difficulties in constructing and evaluating their proofs. Significance: These findings suggest the need to integrate reflective thinking and structured argumentation explicitly in proof-based instruction, particularly by supporting students in developing and evaluating warrants and backing during proof construction.
Efektivitas Media Pembelajaran NEARPOD terhadap Kemampuan Berpikir Logis Peserta Didik SMA Siti Zainab; Rafiq Badjeber; Riska Elfira
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18234

Abstract

This study aims to determine the effectiveness of the Nearpod learning media on students’ logical thinking skills in the quadratic equation topic at MAN 2 Kota Palu. The research employed a quantitative approach with a pretest-posttest control group design. The sample consisted of two classes: an experimental class that received instruction using Nearpod and a control class that received conventional teaching. The research instrument was a logical thinking test administered before and after the treatment. The normality test indicated that the data were not normally distributed; therefore, the Mann–Whitney U test was used for data analysis. The results showed that the Asymp. Sig. (2-tailed) value of the posttest was 0.103 (> 0.05), indicating no statistically significant difference between the two groups. However, the experimental class obtained a higher Mean Rank than the control class, suggesting a descriptive improvement in students’ logical thinking skills. These findings imply that Nearpod provides a positive influence, even though the statistical effect is not significant. This study highlights that digital learning media such as Nearpod have the potential to enhance student engagement and higher-order thinking skills when implemented consistently and supported by adequate technological infrastructure
Number Sense and Self-Efficacy Beliefs in Problem Solving Among Integrated Islamic Elementary School Students Rochaminah, Sutji; Rohmah, Zakiah; Lefrida, Rita; Badjeber, Rafiq; Nursupiamin, Nursupiamin
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 3 (2026): 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.v17i3.31881

Abstract

Purpose: This study examined the relationship between whole-number sense and mathematics self-efficacy among Grade IV students in an Integrated Islamic Elementary School (Sekolah Dasar Islam Terpadu, SDIT). It addressed the limited evidence regarding whether students' confidence in mathematics is associated with their foundational numerical competence. Method: A quantitative correlational design was employed involving 126 Grade IV students selected through total sampling. Whole-number sense was measured using a researcher-developed test, while mathematics self-efficacy was assessed through a validated questionnaire. Data were analyzed using descriptive statistics and Spearman's rank-order correlation. Findings: The analysis revealed no statistically significant relationship between whole-number sense and mathematics self-efficacy. These findings indicate that students' confidence in solving mathematical problems was not directly associated with their conceptual understanding of whole numbers in the present sample. Significance: This study extends previous research by examining mathematics self-efficacy in relation to whole-number sense rather than general mathematics achievement. The findings contribute to a more nuanced understanding of the relationship between cognitive and affective dimensions of mathematics learning and suggest that conceptual numerical competence and mathematics self-efficacy should be fostered through complementary instructional approaches in elementary education.
Co-Authors Abd. Gani, Fathurrahmah ABDUL MANAF Achmad Nuuryadin Afadil Agung Wicaksono Amanda, Miftah Anggun Marwah Silfana T Yanamo Annisa Yulistia Bagus Bagus Bagus Bagus, Bagus Dina Apryani Elce Purwandari Elfira, Riska Fatimah, Siti Lista Guci, Ammar Abdullah Joni Hairunnisa, Zazkia Hajerina Hajerina Jayanti Putri Purwaningrum Khairil Anwar Khairunnisa Maya Adina Pratama Melissa, Margareta Madha Mijra, Mijra Mufidah Mufidah Muh. Rizal Musfira, Musfira NILAWATI Nursupiamin Nursupiamin, Nursupiamin Nurwahda, Nurwahda Pathuddin Rahayu, Chika Riska Elfira Riska Elfira Rita Lefrida Rohmah, Zakiah Sartika, Nurhalida Siti Fatimah Siti Zainab Siva Natun Sri Wulandari Suciati, Indah Sukayasa, I Wayan Supriyatman, Supriyatman Sutji Rochaminah Syamsul Arifin Unggul Wahyono Wahyuni H Mailili Wahyuni H Mailili Winda Winda Windia Hadi, Windia Yanti, Eka Farida Yulia Yulia Yulia