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All Journal Al-Jabar : Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences
Rifat, Mohammad
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Religion Arts Humanities Economics, Econometrics & Finance Education Mathematics Social Sciences

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Variableistic Analysis of Number Conversion Mathematical Problems Ruyani, Siti; Hamdani, Hamdani; Rustam, Rustam; Rifat, Mohammad; Suratman, Dede
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 7, No 3 (2024): Budapest International Research and Critics Institute August
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v7i3.7916

Abstract

This study aims to explore the understanding of students in the Computer and Network Engineering (TKJ) specialization at vocational high schools (SMK) in solving mathematics tests focused on number conversion. The primary objectives are to identify and analyze the errors made by students in converting decimal, binary, octal, and hexadecimal numbers, evaluate their perceptions of the test, and assess their mathematical communication skills. This research employs a mixed-method approach, using quantitative methods to analyze the validity and reliability of the number conversion test instruments, and qualitative methods to delve into students' understanding through content and thematic analysis. The study population consists of TKJ students at SMKN 4 Pontianak, with a purposive sample of 32 tenth-grade students. The findings reveal several common errors, including difficulties in repeated division and digit grouping. Data indicate that 36% of students disagree that they understand decimal to octal conversion, and 18% disagree with decimal to hexadecimal conversion. Students' perceptions of test difficulty vary, with 45% feeling very confident in writing conversion steps, while 30% show significant uncertainty. Additionally, challenges in mathematical communication are evident, such as errors in representation, reading, and writing numbers. The study concludes that there is a need to improve teaching methods and evaluation to enhance students' understanding and skills in number conversion. Recommendations include developing more effective teaching strategies and providing more intensive practice to improve students' accuracy and understanding in the number conversion process.
Pengelolaan Kegiatan Pembelajaran Matematika untuk Siswa SMA/SMK Wilayah Perbatasan Rifat, Mohammad; Rahmawati, Puji; Slow, Lilian; Peterianus, Septian; Riyanti, Vera
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 1 (2026): Jurnal Pendidikan Matematika: Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/v79j2z38

Abstract

This study aims to systematize basic theoretical and practical issues, conduct a comprehensive survey of conditions in Mathematics teaching, and propose teaching management measures for senior high school and vocational school students in Sekayam and Entikong sub-districts, Border Region. The method used in this study is qualitative, using a survey instrument. The research subjects consisted of 260 respondents, comprising 20 school administrators, 40 teachers, and 200 students from 5 senior high schools and vocational schools. The survey results showed that administrators, teachers, and students all had a positive perception of the importance of teaching and learning mathematics. The teachers and students considered the current level of implementation of mathematics teaching and learning activities to be good, and that teaching in accordance with the Indonesian Ministry of Education's program was running well. Although the survey results show a good assessment, there are several things that need to be improved in the mathematics learning process, namely: 1) the equal distribution of seminars and serious professional development training for vocational school mathematics teachers in the use of facilities and improving the quality of learning; 2) There should be a common understanding of innovation documents between the Education Office, the Management Team and Teachers; 3) There should be a system that facilitates comprehensive administration and is closely related to school performance; and 4) There should be monitoring and evaluation of schools in a uniform and routine manner.   Keywords: Learning Management, Problem Solving, High and Vocational School.
Design and validation of a PISA oriented instructional module for linear functions aligned with the merdeka curriculum Eka, Firmina; Suratman, Dede; Rifat, Mohammad; Siregar, Nurfadilah; Hamdani
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (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.v17i1.29709

Abstract

Purpose: This study aims to design and validate a PISA-oriented instructional module for linear functions aligned with the Learning Outcomes of the Merdeka Curriculum. Method: This study employed a qualitative educational design research approach through document analysis and expert validation. The design process was based on an analysis of the Merdeka Curriculum Learning Outcomes (Phase D), the PISA 2022 Mathematics Framework, and relevant linear function materials. The instructional module was developed iteratively and validated in two cycles by two mathematics education lecturers and one junior high school mathematics teacher. Validation criteria covered content accuracy, pedagogical alignment, integration of PISA competencies, linguistic clarity, and instructional design quality. Findings: The needs analysis indicated that teachers did not yet possess structured PISA-based instructional modules. The first validation cycle highlighted the need to improve the clarity of learning objectives, interpretation-oriented tasks, activity differentiation, language consistency, and visual presentation. After systematic revisions, the second validation cycle confirmed that the module met feasibility standards across content, pedagogy, language, and instructional design aspects. Significance: This study provides a validated instructional module that bridges national curriculum demands and international mathematical literacy standards, offering a practical and theoretically grounded reference for integrating PISA-oriented learning into classroom instruction.
A humanistic oriented redesign of junior high school algebra teaching modules for the industrial revolution 5.0 Permanda, Saul; Rifat, Mohammad; Yani T, Ahmad; Suratman, Dede
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (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.v17i1.29733

Abstract

Purpose: This study aims to redesign junior high school algebra teaching modules by integrating humanistic learning principles that respond to the educational demands of the Industrial Revolution 5.0. Method: A descriptive qualitative approach was employed through systematic document analysis, expert validation, and iterative revision. The data sources consisted of official algebra teaching modules obtained from the Ministry of Education and Culture’s Ruang Pendidikan platform. Data were collected using document analysis sheets, validation questionnaires, and semi-structured interview guidelines. The redesigned modules were evaluated by two mathematics education lecturers and one practicing junior high school teacher. Data analysis was conducted using qualitative descriptive techniques supported by simple quantitative summaries of validation results to ensure consistency and credibility. Findings: The findings indicate that the original teaching modules were predominantly teacher-centered and did not adequately incorporate key humanistic learning components, including exploration, collaboration, feedback, reflection, and learning technology integration. Expert questionnaire and interview results identified several aspects requiring revision, particularly the clarity of learning activity instructions, the design of group-based learning tasks, feedback mechanisms, and the focus of reflection questions. These findings informed the restructuring of the module into a more learner-centered and humanistic-oriented design. Significance: This study contributes a validated procedural framework for redesigning mathematics teaching modules grounded in humanistic learning principles within the context of the Industrial Revolution 5.0. The findings offer practical guidance for teachers and curriculum developers in adapting existing instructional materials into more engaging, reflective, and contextually relevant learning resources.
Co-Authors Ahmad Yani T Dede Suratman Eka, Firmina Hamdani Hamdani Hamdani Nurfadilah Siregar Permanda, Saul Peterianus, Septian Riyanti, Vera Rustam Rustam Ruyani, Siti Slow, Lilian