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Tuhfatul Janan
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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 Articles should be original, research-based, unpublished and not under review for possible publication in other journals.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 90 Documents
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PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI SUDUT PUSAT DAN SUDUT KELILING LINGKARAN Shofia Hidayah; Raifatul Maghfiroh; Izzatul Munawwaroh
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/dtpxy011

Abstract

This study aims to student’s mathematics learning outcomes on the topic of Central angle and circumferential angle of a Circle through the implementation of the Think Pair Share (TPS) learning model. The research method used was Classroom Action Research (CAR) conducted in two cycles. The subjects of this study were 25 students from class XI IPA R 3 MANJ. Data were collected through learning achievement tests, obcervations, and documentation. The results showed a significant improvement in student’s learning outcomes from cycle II. In cycle I, the average student score was 39.6 with a mastery percentage of 61.76% (16 out of 25 student reached the minimum passing grade of 70). After applying the Think Pair Share model in cycle II, the average score increased to 92.8 with a mastery percentage of 88.24% (22 out of 25 student reached the passing grade). Thus, there was an improvement in learning mastery of 26.48%. These findings indicate that the Think Pair Share learning model effectively improves students’ mathematics achievement by encouraging active paerticipation through thinking individually, discussing in pairs, and sharing ideas in class.
IMPLEMENTASI MEDIA PEMBELAJARAN SMARTBOARD DALAM MENGEMBANGKAN LITERASI NUMERIK SISWA PADA PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR Yunita; Asep Sahrul Gunawan
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/hk8qn562

Abstract

This study aims to describe how the use of Smart Boards is applied in mathematics learning and how the media contributes to the development of numerical literacy of elementary school students. This study uses a qualitative approach with a descriptive type. Data was collected through observation, interviews, and documentation involving classroom teachers and students as the main informants. The results show that Smart Boards help teachers convey math material in a clearer and more engaging way through visual displays, animations, and interactive activities. Students look more focused and more courageous to engage in learning activities when given the opportunity to try directly in front of the class. Teachers also feel the convenience of preparing materials because Smart Boards provide many features that support the teaching process. Despite some obstacles such as an unstable internet network and the need to adapt to new technologies, overall Smart Boards provide a more enjoyable learning experience and help improve students' numerical comprehension. These findings suggest that the use of digital media such as Smart Boards can be an effective alternative in mathematics learning in primary schools.
IMPLEMENTASI PENDEKATAN ETNOMATEMATIKA BERBASIS BUDAYA NIAS DALAM PEMBELAJARAN MATEMATIKA Mendrofa, Ratna Natalia; Netti Kariani Mendrofa
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/dbseww71

Abstract

from students’ everyday experiences. One approach considered capable of bridging this gap is ethnomathematics, a learning approach that integrates elements of local culture into mathematical concepts. This article aims to systematically examine the implementation of an ethnomathematics approach based on Nias culture in elementary school mathematics learning through a literature review.The method employed is a literature study of books, national and international journal articles, and relevant documents discussing ethnomathematics, Nias culture, and mathematics learning at the elementary school level. The results of the review indicate that Nias culture possesses rich ethnomathematical potential, evident in traditional architecture, carving patterns, number systems, traditional economic activities, and folk games. Integrating these cultural elements into elementary school mathematics learning can enhance students’ conceptual understanding, learning motivation, and foster appreciative attitudes toward local culture. This article recommends the development of mathematics learning tools based on Nias cultural ethnomathematics as an innovation for contextual learning in elementary schools.
EFEKTIVITAS PENGGUNAAN MEDIA MANIPULATIF DALAM PEMBELAJARAN OPERASI BILANGAN BULAT DI SMP SWADAYA KESAMBEN Djenar Mahesa Ayu Sadela; Eny Suryowati
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/z823rw90

Abstract

This study aims to know the effectiveness of manipulative media in improving the understanding of integer operations among seventh-grade junior high school students. The research method employed a one-group pretest-posttest design. The population of this study consisted of seventh-grade students at SMP Swadaya Kesamben, with the sample being students from class VII A. The research instrument was a validated test on integer operations. The results showed a difference in students’ average learning outcomes before and after the use of button-based manipulative learning media. This finding aligns with Bruner’s theory of concrete learning and previous studies on the benefits of manipulative media. Therefore, it can be concluded that manipulative media are effective in enhancing seventh-grade students’ understanding of integer operations. The pedagogical implication suggests that teachers should implement manipulative media in mathematics instruction. Further research may explore the development of digital manipulative media for more interactive learning experiences.
FENOMENOLOGI PENGALAMAN BELAJAR SISWA YANG MENGALAMI KECEMASAN MATEMATIKA Aries Nur Shandy; Fahmi Rizqi Nashrullah; Yosi Pebriana; Duta Prima Manunggal
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/n855wy60

Abstract

This research aims to explore and interpret the life experiences of students who experience mathematical anxiety through a phenomenological approach. The study used a qualitative descriptive phenomenological design involving 100 junior high school students in Cirebon. Participants were selected purposively based on initial indications of math anxiety, teachers' recommendations, and willingness to reflect on learning experiences. An in-depth semi-structured interview was conducted with 8 students until data saturation was achieved, and supported by learning observation and documentation. Data analysis is carried out through epoche stages (bracketing), horizontalization, identification of significant statements, formulation of meaning units, grouping of themes, and preparation of textural and structural descriptions to find the essence of the phenomenon. The results of the study show that mathematical anxiety is a complex and multidimensional experience formed through the interaction of emotional, cognitive, and social aspects in the learning environment. Students express intense emotional emotions such as fear, nervousness, and physical symptoms especially in evaluative situations. Cognitively, anxiety interferes with concentration and inhibits access to the knowledge that has been mastered, thereby lowering confidence and academic performance. Negative perceptions of math and unsupportive classroom dynamics also reinforce anxiety. The essence of math anxiety is not solely in cognitive difficulties, but in the subjective meanings that build students towards their learning experiences. These findings emphasize the importance of learning strategies that are humane and support students' psychological states.
STUDI LITERATUR : EFEKTIVITAS MODEL PEMBELAJARAN PENGAJUAN DAN PEMECAHAN MASALAH DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA Lidia Aprilia Tangdilintin; Rifka Adriani Aswar; Asdar
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/pntcej48

Abstract

Mathematical creative thinking skills are an important competency in 21st century mathematics learning, but they are still relatively low due to the dominance of routine procedure-oriented learning. This study aims to examine the effectiveness of the Problem-Based Learning Model (JUCAMA) in improving students' mathematical creative thinking skills. The method used is a literature study with a qualitative descriptive approach to relevant national journal articles published in the last eleven years. The analysis was conducted through a process of identification, selection, evaluation, and synthesis of research findings to obtain a comprehensive picture. The results of the study show that the consistent application of the JUCAMA model has a positive impact on improving mathematical creative thinking skills at various levels of education, as demonstrated by the development of indicators of fluency, flexibility, originality, and elaboration in solving and posing mathematical problems. In addition, the effectiveness of the model is optimized when supported by appropriate learning tools and media. Thus, JUCAMA can be used as an alternative innovative learning model oriented towards developing student creativity in mathematics learning.  
STUDI LITERATUR: EFEKTIVITAS MODEL FLIPPED CLASSROOM TERHADAP MANAJEMEN WAKTU PEMBELAJARAN MATEMATIKA Rosiani Feti Thanelab Nope; Nurfadilah; Asdar
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/y3ved979

Abstract

This study aims to comprehensively examine the effectiveness of the Flipped Classroom model on mathematics learning time management through a literature review approach. The research method used is a literature review by analyzing and synthesizing findings from ten relevant studies published between 2020 and 2025, obtained from the Google Scholar and Semantic Scholar databases. The results of the study show that the consistent application of the Flipped Classroom is able to optimize the use of face-to-face time by shifting the delivery of material to independent learning before class, so that class time can be focused on discussion, problem solving, and deepening concepts. In addition to increasing time efficiency, this model also contributes positively to student active engagement, concept understanding, learning achievement, and interest in mathematics. However, several challenges in its implementation were also identified, including the high time requirement for material preparation, limited guidance during independent learning, and dependence on technological readiness. Overall, the Flipped Classroom is an effective learning alternative to support mathematics learning time management when designed and implemented appropriately.
TRANSFORMASI PEMBELAJARAN MATEMATIKA BERBASIS LMS MENUJU SEAMLESS LEARNING DALAM MENDUKUNG SDG 4 DI SMP X KABUPATEN MAGETAN Zaenal Abdul Rahmandani; Karmila Putri; Muhammad Yusron Lutfi; Anggun Nainggolan; Brillian Aldiva Yunan Ichnaton; Narelia Rizky Oktadivani; Adhitya Amarulloh
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/56hh5b96

Abstract

The purpose of this study is to examine how the Learning Management System (LMS) helped Junior High School X in Magetan Regency adopt Seamless Learning in mathematics instruction during the 2024–2025 academic year. The difficulties of learning abstract mathematics and the necessity of digital change in education serve as the foundation for this study. Teachers and students are the research subjects in this qualitative study that uses a case study technique. Observation, interviews, and LMS activity analysis are methods of gathering data that are subsequently subjected to theme analysis. The findings show that the LMS functions as a learning monitoring tool that promotes ongoing learning, a venue for interaction, and a medium for information distribution. The LMS's adoption has been successful in raising student engagement, learning autonomy, and comprehension of mathematical concepts. Additionally, the LMS makes it easier to integrate learning across formal and informal contexts, as well as online and offline, which is a crucial aspect of seamless learning. The Sustainable Development Goals (SDGs), especially SDG 4 on Quality Education, which highlights the significance of inclusive, equitable, and technology-based access to education, are in line with these findings. As a result, using LMS can be a successful tactic for raising the standard of math instruction in the digital era.
GENERATIVE ARTIFICIAL INTELLIGENCE IN MATHEMATICS EDUCATION: A SYSTEMATIC REVIEW OF DATA-DRIVEN APPLICATIONS, LEARNING THEORIES, AND IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT GOAL Khoirul Anwar; Adelia Sherlyna; Alyssa Marfinda Salsanifa; Havi Ayuning Tyas; Syahda Eka Prayudistyan; Genta Aldi Saputra; Iwan Maulana
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/x224sd70

Abstract

The rapid advancement of generative artificial intelligence (AI) has introduced transformative opportunities in mathematics education, yet its implications for pedagogical practices, learning theories, and sustainable development remain underexplored. This systematic review examines the intersection of generative AI and mathematics education, focusing on data-driven applications, theoretical frameworks, and their alignment with Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education. We synthesize existing research to identify key trends, challenges, and opportunities across multiple dimensions, including higher education, STEM disciplines, adaptive learning, and ethical considerations. By analyzing diverse scholarly works, we uncover how gesnerative AI supports personalized learning, enhances problem-solving skills, and fosters engagement while addressing disparities in educational access. The review highlights the role of generative AI in promoting active learning through interactive tools, yet it also reveals concerns regarding algorithmic bias, data privacy, and the need for teacher preparedness. Our findings suggest that while generative AI holds significant potential to democratize mathematics education, its responsible integration requires robust pedagogical strategies and policy frameworks. The study contributes to ongoing discussions on AI-driven educational innovation by offering evidence-based insights for researchers, educators, and policymakers aiming to harness generative AI for sustainable educational development.
IMPLEMENTASI PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN MENDALAM MENGGUNAKAN PAPAN INTERAKTIF DIGITAL Hanif Evendi; Yossie Rosida; Dani Zularfan; Alfian Mubarok
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/typngx48

Abstract

Mathematics learning in the Independent Curriculum uses an in-depth approach in the odd semester of the 2025/2026 academic year, focusing on conceptual understanding, critical thinking, and students' reflective abilities. This study aims to describe how Mathematics learning is carried out with an in-depth approach and the challenges faced by teachers at SMP Negeri 4 Kragilan. This study used a qualitative method. Data collection included classroom observations of three Mathematics teachers, as well as collecting documentation of learning tools. Data analysis was carried out using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The research findings indicate that the implementation of in-depth learning is in the good category with an average achievement of 85%. Teacher 1 recorded a score of 82%, Teacher 2 recorded 88%, while Teacher 3 recorded 86%. The understanding aspect reached 88%, application 82%, and reflection 81%. Challenges faced were uneven prior knowledge, low participation in group discussions, difficulties with abstract mathematics material, and independent learning and reflection. Teachers address these challenges by simplifying materials, utilizing digital interactive boards to provide contextual examples, using a variety of learning methods, and making reflection a habit at the end of learning sessions.

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