cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Tuhfatul Janan
Contact Email
tuhfatuljanan4@gmail.com
Phone
+6285334238623
Journal Mail Official
aljabar.staimpro@gmail.com
Editorial Address
Jalan Mahakam No. 1, Kedopok, Kota Probolinggo
Location
Kota probolinggo,
Jawa timur
INDONESIA
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika
Published by Sekolah Tinggi Agama Islam Muhammadiyah Probolinggo
ISSN : 28285573     EISSN : 28286731     DOI : https://doi.org/10.46773/aljabar
Core Subject : Education,
Mathematics
Al Jabar: Jurnal Pendidikan dan Pembelajaran Matematika is an open access and peer-reviewed journal of Mathematics and Mathematics Education published by the Prodi Tadris Matematika STAI Muhammadiyah Probolinggo. This journal is published twice a year (June and December) in both print and online versions and provides a forum for publishing the original research articles and review articles related to issues in matematics and mathematics education. Articles should be original, research-based, unpublished and not under review for possible publication in other journals. All submitted papers are subject to review of the editors, editorial board, and blind reviewers. All papers submitted to the journal should be written in good English or Indonesian, and must be submitted online
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 82 Documents
 5   6   7   8   9 
PENINGKATAN PROSES DAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL EXAMPLE NON EXAMPLE PADA PEMBELAJARAN MATEMATIKA KELAS V DI SDN 025/II MUARA BUNGO Wahyuni Andina Pitri; Nurlev Avana; Dhini Mufti
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 4 No. 2 (2025): Juli
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/aljabar.v4i2.2562

Abstract

The research is based on the monotonous process of learning mathematics, in addition to finding that teachers do not use image media in teaching, and there are still students who consider mathematics learning difficult. The purpose of the research is to improve the process and outcomes of learning by using Example Non Example in Mathematics education for 5th grade at SDN 025/II Muara Bungo. This research is classroom action research (CAR) conducted in 2 cycles, each cycle consisting of 2 meetings. The subjects of the research are 15 students from 5th grade at SDN 025/II Muara Bungo, consisting of 9 boys and 6 girls. The results of the study show an improvement in the process and outcomes of students through Example Non Example. The results of the teacher observation sheet in cycle I were 80% and in cycle II increased to 95%. The results of the student observation sheet in cycle I were 70% and in cycle II increased to 96.5%. The results of the test scores in cycle I were 60% and in cycle II were 80%. It can be concluded that Example Non Example can improve the process and learning outcomes in Mathematics education.
PERBANDINGAN MOTIVASI BELAJAR MATEMATIKA SISWA SMA BERDASARKAN WAKTU BELAJAR Fahmi Rizqi Nashrullah; Aries Nur Shandy; Yosi Pebriana; Gevin Rifauldy Lopez
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/sy2cvv49

Abstract

This research is based on the assumption that differences in study time affect students’ motivation to learn mathematics at the senior high school level. We believe that choosing an appropriate study schedule enhances students' motivation to learn mathematics. The purpose of this study is to analyze the differences in mathematics learning motivation between students who attend classes in the morning and those who attend in the afternoon. The research employs a quantitative approach using a comparative survey method. The population consists of 11th-grade science students (XI IPA) at MAN 1 Kota Cirebon in the 2023/2024 academic year. The research sample includes 34 students from class XI IPA 1 (morning class) and 34 students from class XI IPA 2 (afternoon class), selected using purposive sampling. Data were collected using a mathematics learning motivation scale. Prior to hypothesis testing, normality and homogeneity tests were conducted as prerequisites. The hypothesis was tested using an independent sample t-test. The results of the study indicate a significant difference in mathematics learning motivation between students who study in the morning and those who study in the afternoon, with a significance value of 0.040.
LITERATUR REVIEW: ANALISIS KEMAMPUAN SHARED METACOGNITION SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA Nurazisah Rahman; Aisyah Nursyam
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/2j4aq733

Abstract

Metacognitive ability plays an essential role in mathematical problem solving as it enables students to consciously plan, monitor, and evaluate their thinking processes. Along with the development of collaborative learning, metacognition has expanded beyond the individual domain to include a social dimension known as shared metacognition. This study aims to systematically examine the concepts, indicators, and research findings related to students’ shared metacognition in solving mathematical problems. This research employed a Systematic Literature Review (SLR) method guided by the PRISMA framework. Relevant articles were collected from national and international databases, selected based on inclusion and exclusion criteria, and analyzed thematically. The results indicate that shared metacognition plays a strategic role in enhancing the quality of mathematical problem solving through collective planning, monitoring, and evaluation processes. High-achieving students tend to demonstrate more complete metacognitive profiles, whereas students with moderate and low abilities experience difficulties, particularly at the evaluation stage. In addition, the role of expert students and the implementation of collaborative learning models such as Cooperative Script and Hybrid Project-Based Learning have been shown to support the development of shared metacognition. These findings highlight the importance of integrating shared metacognition into mathematics learning to foster students’ higher-order thinking skills. Keywords: shared metacognition; mathematical problem solving; collaborative learning; metacognition; HOTS
LITERATUR REVIEW: ANALISIS MODEL PEMBELAJARAN CONNECTED MATHEMATICS PROJECT(CMP) DALAM MENINGKATAN KEMAMPUAN METAKOGNI SISWA hikmah; Aisyah Nursyam
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/2s8bkr03

Abstract

Metacognitive ability is an essential component of mathematics learning because it helps students plan, monitor, and evaluate their thinking strategies in problem solving. This study aims to systematically analyze various research findings on the implementation of the Connected Mathematics Project (CMP) learning model in improving students’ metacognitive skills. The research method used is a Systematic Literature Review (SLR) of 30 articles published between 2020 and 2025, obtained from databases such as Google Scholar, DOAJ, Garuda, and Neliti. The analysis was conducted through four stages: searching, selecting, content analysis, and synthesizing the findings. The results show that CMP is effective in enhancing students’ conceptual understanding, mathematical reasoning, communication, and reflective thinking skills. The core components of CMP — problem-centered learning, mathematical connections, and collaborative reflection — are aligned with the metacognitive aspects of planning, monitoring, and evaluating one’s thinking. Most studies indicate that CMP encourages reflective thinking, increases learning awareness, and reduces mathematics anxiety. However, limitations remain in measuring metacognitive indicators, and there is a lack of studies integrating CMP with digital media or validated instruments such as the Metacognitive Awareness Inventory (MAI). Overall, CMP has strong potential to be developed as a metacognitive-based mathematics learning framework that fosters reflective, creative, and adaptive learners suited to the demands of 21st-century education.
STUDI PERBANDINGAN KERANGKA KURIKULUM AFRIKA SELATAN DAN KURIKULUM MERDEKA: IMPLIKASI TERHADAP PENGEMBANGAN KURIKULUM NASIONAL INDONESIA Theresia Monika Siahaan; Mulyono Mulyono; SB Waluya
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/9q9vca03

Abstract

This study aims to analyze the Comparative Study of the South African Curriculum Framework and the Independent Curriculum: Implications for the Development of the Indonesian National Curriculum. Education systems and curricula on the African continent are characterized by tremendous diversity across 54 countries and shared challenges inherited from the colonial era. Historically, curricula in many African countries have often been adaptations of European-based subject models, but after independence, these countries have struggled to achieve better relevance, access, and quality. The results of this study were obtained through an analysis of official curriculum documents, learning guides, and a review of relevant literature from both countries. The analysis was conducted comparatively on the South African curriculum and the Independent Curriculum issued by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia (Kemendikbudristek, 2022). The discussion focused on three main aspects that reflect the core of modern curriculum design, namely: (1) the structure, objectives, and basic principles of the curriculum; (2) learning approaches, competency outcomes, and assessment systems; and (3) the implications of the comparative results for the future development of the Indonesian national curriculum.
EKSPLORASI TANTANGAN INTEGRASI MEDIA PEMBELAJARAN MATEMATIKA DI KELAS V SEKOLAH DASAR: PENDEKATAN STUDI KASUS DI SDN 2 NGEPEH Aulia Nurfadilah; Zahra Salsabila; Nanda Dwi; Widad Nayla; Fachri Rahmanda; Beti Istanti Suwandayani
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/3e5h5j47

Abstract

This study aims to examine the obstacles to the application of mathematics teaching media in grade V of SDN 02 Ngepeh, particularly in the topics of multiplication and division. The background is the low mastery of basic arithmetic concepts, so that students often have difficulty answering questions, especially story problems. The method used was a case study with data collection through classroom observation, interviews with teachers and students, and document analysis. The findings show that even though teachers have used approaches such as material reinforcement, gradual practice, and personal guidance, the use of teaching media has not been maximized. The main challenges include teachers' limited skills in designing appropriate media, a lack of diverse, engaging teaching tools, and inadequate classroom facilities. Students appear very enthusiastic when using concrete media, visuals, and educational games that facilitate understanding of abstract concepts. This study emphasizes the need to improve teachers' abilities to create innovative media and select more effective interactive methods. The main recommendation is for teachers and schools to collaborate to develop creative teaching media to improve the quality of mathematics learning at the elementary level.
THE EFFECT OF LEARNING STYLES ON JUNIOR HIGH SCHOOL STUDENTS' SPATIAL REASONING IN THREE-DIMENSIONAL GEOMETRY FATUS ATHO'UL MALIK
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/j8wh8089

Abstract

Spatial reasoning ability is crucial in mathematics learning, particularly in three-dimensional geometry. However, its development faces various obstacles, including limited instructional media and teaching approaches that do not accommodate students' learning style diversity. This study aimed to examine the effect of learning styles (visual, auditory, kinesthetic) on junior high school students' spatial reasoning abilities. A mixed-methods sequential explanatory design was employed, involving 30 ninth-grade students from SMP Bustanul Hikmah Lamongan. Quantitative data were collected through learning style questionnaires and spatial reasoning tests covering spatial perception, spatial visualization, and spatial rotation. Qualitative data were obtained through observations and in-depth interviews with three selected subjects representing each learning style. Quantitative analysis using One-Way ANOVA revealed significant differences in spatial reasoning abilities based on learning styles . Kinesthetic students demonstrated the highest average scores, followed by visual and auditory students. Post Hoc Bonferroni tests indicated that both kinesthetic and visual learning styles were significantly more effective than auditory styles. Qualitative findings revealed distinct characteristics: auditory students relied on internal verbalization and struggled with complex visualizatio, visual students created detailed visual representations but were limited in dynamic transformations, kinesthetic students integrated physical gesture simulation with adaptive strategy flexibility. These findings suggest that geometry instruction should accommodate learning style diversity through varied instructional modalities, appropriate scaffolding, and compensatory strategy training. The use of technology such as virtual manipulatives, 3D animations, and augmented reality is recommended to optimize spatial reasoning development across all learning styles.
PENGEMBANGAN MEDIA ULAR TANGGA MATEMATIKA TERHADAP KEAKTIFAN BELAJAR SISWA PADA MATERI PENJUMLAHAN DAN PENGURANGAN BERSUSUN Aulia Ratnasari; Jasiah
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/6gvwxt17

Abstract

Abstract This study aims to develop a mathematical snakes and ladders game and test its impact on the learning activity of fourth-grade students at MIN 1 Palangka Raya on the subject of addition and subtraction. The main problem found was the low learning activity of students, most of whom (around 70%) had a kinesthetic learning style due to the use of conventional learning methods and the lack of attractive media. The type of research used was Research and Development (R&D) with a 4D development model: Define, Design, Development, and Disseminate. The research subjects were 28 fourth grade students at MIN 1 Palangka Raya. The mathematical snake and ladder media was developed as an interactive and fun educational game. The results showed that the implementation of the mathematical snake and ladder media in learning had a positive and effective impact on stimulating students' interest and activity in learning. Students became more enthusiastic, actively discussed in groups, engaged in problem solving, and were motivated to learn while playing. This shows that the mathematical snake and ladder media is in line with the characteristics of students' kinesthetic learning styles.
PENGARUH MEDIA PAPAN MINIATUR HITUNG TERHADAPPENINGKATAN KEMAMPUAN MATHEMATIC LOGIC SISWAKELAS 3 DI SDN IV SUKAMURNI Abdul Mugni; Husnul Rahmi
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/bc1f9297

Abstract

This study aims to determine the effect of miniature counting board media on the Mathematical Logic abilities of 3rd grade students in mathematics learning at SDN IV Sukamurni. By using quantitative descriptive methods, experimental methods and one group pretest-posttest design. The population used was all students of SDN Sukamurni IV Cilawu consisting of three lower classes with a total of 81 students. The sampling technique used in this study used the Nonprobability Purposive Sampling method, namely one class as a sample taken with a total of 24 students. The first meeting was carried out pretest and the second meeting until the sixth meeting was given learning using the Miniature Counting Board media with the material of multiplication arithmetic operations. At the seventh meeting students were given posting questions to determine students' Mathematical Logic abilities after being given the Miniature Counting Board media. Data obtained from the posting results were used to test the research hypothesis using the Spearman Rho test and regression. From the results obtained p count is smaller than 0.010 p table 0.05, it can be said that between variables X (implementation of miniature counting board media) and Y (mathematical logic ability) there is a significant relationship based on hypothesis testing with the magnitude of the relationship r = 0.523 with a coefficient of determination of 27.35%. Furthermore, a regression test analysis was carried out to obtain a significant-f obtained smaller than alpha 0.05 or (0.141 < 0.05). so it can be concluded that there is an effect of the application of Miniature Counting Board media on improving Mathematical Logic abilities in grade 3 students in mathematics learning at SDN Sukamurni IV Cilawu. While the regression equation is Y = 25.073 + 0.358X.
MENINGKATKAN JOYFUL LEARNING MELALUI APLIKASI QUIZIZ PADA PEMBELAJARAN MATEMATIKA Emi Sentiani
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/s22xy890

Abstract

The purpose of this study is to improve Joyfull Learning through the quizizz application in mathematics learning through a systematic review of previous studies. This study is a Systematic literature review (SLR). Reference sources come from journal articles obtained from the official portal or website of the journal indexer. After getting the article, the next step is to screen the title and abstract then review the eligibility of the full text of the article and then get the selected articles. The results of this study indicate that the application of joyful learning with the quizizz application media in mathematics learning has a positive impact on students' interest in learning. Increased interest in learning also improves student learning outcomes. Learning with a joyful learning approach will also enliven the classroom atmosphere, and eliminate boredom or saturation for students.

Page 8 of 9 | Total Record : 82

 5   6   7   8   9 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026): Januari Vol. 4 No. 2 (2025): Juli Vol. 4 No. 1 (2025): Januari Vol. 3 No. 2 (2024): Juli Vol. 3 No. 1 (2024): Januari Vol. 2 No. 2 (2023): Juli Vol. 2 No. 1 (2023): Januari Vol. 1 No. 2 (2022): Juli Vol. 1 No. 1 (2022): Januari