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AB-JME: Al-Bahjah Journal of Mathematics Education
Published by Sekolah Tiggi Agama Islam Al-Bahjah Cirebon
ISSN : 30251273     EISSN : 30250048     DOI : https://doi.org/10.61553/abjme.v1i2
Core Subject : Religion, Science, Education, Social,
Religion Computer Science & IT Education Mathematics Social Sciences
AB-JME: Al-Bahjah Journal of Mathematics Education is a journal published by the Mathematics Tadris Study Program, STAI Al-Bahjah Cirebon. Mathematics education journal publishes scientific papers in the field of mathematics education. Writers come from various levels ranging from students, teachers, lecturers, practitioners, and practitioners of mathematics education. AB-JME: Al-Bahjah Journal of Mathematics Education is a journal of mathematics education that contains articles about methods or methods and analysis of learning in the field of mathematics. AB-JME cover issues such as: 1. Mathematics learning techniques 2. Development of mathematical evaluation instruments 3. Developing mathematics learning media 4. Developmental and educational psychology 5. Learning mathematics in early childhood education 6. Learning mathematics in primary and secondary education 7. Studying mathematics in college. 8. Ethnomathematics 9. Mathematical learning model
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 2 (2025): AB-JME Vol. 3 No.2 2025" : 5 Documents clear
Penerapan Model Regresi Dummy Dalam Menganalisis Gender Dan Kepribadian Terhadap Kemampuan Spasial Matematis Farizi, Reo Al; Adella, Rizqi
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 3 No. 2 (2025): AB-JME Vol. 3 No.2 2025
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v3i2.633

Abstract

This study aims to determine the application of multiple linear regression analysis using dummy variables. The use of the dummy regression model in this study uses dummy binary codes, namely 0 and 1. The use of the code to identify gender and personality variables. The gender variables in this study consisted of men and women, while personalities consisted of extroverts and introverts. The research method used in this study uses quantitative research by taking the results of the spatial ability test of SMP Negeri 2 Kapetakan students. The results showed that the use of dummy regression models could find out that gender had no influence on mathematical spatial ability and personality had an influence on mathematical spatial ability. The application of dummy regression models in analyzing gender and personality to mathematical spatial abilities can be helpful in analyzing gender and personality data cases using dummy codes. The regression equation helps in analyzing data on the influence of gender and personality on mathematical spatial ability gradually. In addition, it can know the percentage of influence generated.
Analisis Kemampuan Peserta Didik Dalam Pemecahan Masalah Spldv Ditinjau Dari Kemampuan Berpikir Kreatif Rahayu, Putri; Andri Nugroho, Aryo; Zuhri, M. Saifuddin
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 3 No. 2 (2025): AB-JME Vol. 3 No.2 2025
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v3i2.659

Abstract

Solving mathematical problems is an activity carried out by someone to overcome various difficulties that arise during the learning process. According to Polya, the problem-solving process consists of several stages, including understanding the problem, planning a strategy, implementing the chosen strategy, and reviewing the results obtained. This study to examine students’ ability to solve mathematical problems based on the level of creative thinking skills. The research uses a qualitative descriptive method and involves eighth-grade students of MTs Negeri 1 Demak, who selected based on the results of a creative thinking ability test. Data were collected through written mathematics problem-solving tasks and individual interviews to gain deeper insight into students’ thinking processes. The findings indicate that: (1) students with high creative thinking skills are able to meet all indicators of mathematical problem-solving, starting from understanding the problem to reviewing their answers; (2) students with moderate creative thinking skills are less able to review and evaluate their solutions; and (3) students with low creative thinking skills tend not to recheck their responses and often show a lack of accuracy in solving problems. These results emphasize the importance of developing students’ creative thinking abilities, as creativity significantly influences the quality of problem-solving. The study suggests that consistent practice, exposure to diverse problem types, and guided reflection can contribute to the growth of creative thinking in daily learning activities.
Perbedaan Hasil Belajar Matematika Antara Siswa Yang Menggunakan Pedekatan Komputasional Dengan Pendekatan Pemecahan Masalah Polya Chusniah, Risa; Supriyo; Ani Afifah
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 3 No. 2 (2025): AB-JME Vol. 3 No.2 2025
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v3i2.895

Abstract

The purpose of this study is to find out how the mathematics learning outcomes of students in grade VIII of SMP Negeri 4 Pasuruan are different from students taught by the Polya problem-solving method. This study was conducted using a quasi-experimental plan with the Non-Equivalent Control Group model. There were 28 students in class a who received treatment through the computational thinking approach and 23 students in class B who received treatment through the Polya approach. The initial test, or pretest, and the final test, or posttest, on the data centering material are research tools. Because the data was not normally distributed, the data analysis was carried out using the Wilcoxon Signed Ranks test to establish a difference between the pretest and posttest scores in each group. In addition, the Mann-Whitney U test is used to compare posttest scores between groups. The results of the Mann-Whitney U test showed that there was a significant difference between the two groups. Based on indicators of learning outcomes, accuracy, systematics, numeracy skills, problem identification, and reflection, students taught with a computational thinking approach showed an improvement compared to the Polya group. Research shows that the thinking approach is more effective in encouraging systematic, analytical, and strategic ways of thinking. The results show that computational thinking is effective in mathematics learning to improve students' problem-solving abilities.
Systematic Literature Review: Model Pembelajaran Jigsaw dengan Pendekatan Etnomatematika untuk Meningkatkan Pemahaman Konsep Siswa Salsabila, Dina; Luthfiana, Maria; Umam Zaid Nugroho, Khathibul
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 3 No. 2 (2025): AB-JME Vol. 3 No.2 2025
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v3i2.906

Abstract

The Jigsaw learning model integrated with an ethnomathematics approach provides a substantial contribution to the development of students’ conceptual understanding and higher-order thinking skills. This study reviews 10 relevant articles published between 2020 and 2025 using the Systematic Literature Review (SLR) method. The analysis indicates that incorporating local cultural values into cooperative learning strengthens the contextual foundation of the material and fosters a more dynamic, interactive, and meaning-oriented learning environment. The ethnomathematics-based Jigsaw model has been shown to enhance students’ learning motivation, collaborative abilities, and critical thinking skills. Moreover, students demonstrate improved competence in relating mathematical concepts to cultural practices and real-life situations, resulting in deeper and more applicable understanding, Through structured group work and clearly defined task distribution, this approach supports balanced development of students’ social and cognitive abilities. Learners gain not only procedural knowledge but also an awareness of the relevance of mathematics in daily life. Culturally grounded learning encourages students to view mathematics as an integral part of their cultural identity rather than as abstract symbols. The findings of this review affirm that the integration of ethnomathematics within the Jigsaw model facilitates authentic, experience-based learning that is adaptable to local contexts. Overall, this approach provides an alternative instructional strategy for mathematics education that is more contextual, collaborative, and meaningful for students.
Efektivitas Berpikir Komputasi Dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Nugroho, Bakti Adi Nugroho; Nalim
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 3 No. 2 (2025): AB-JME Vol. 3 No.2 2025
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v3i2.925

Abstract

This study aims to determine the effectiveness of the application of computational thinking in improving the mathematical problem-solving abilities of class X students of SMK Negeri 4 Pekalongan City. Computational thinking includes the ability of decomposition, abstraction, pattern recognition, and algorithm design, which play an important role in supporting the process of solving problems systematically. In the researcher's observation at SMK Negeri 4 Pekalongan City, it was shown that the learning process was still conventional with expository methods that did not use computational thinking, this expository method was carried out through monotonous lectures. The process was usually limited to teachers delivering material, giving practice questions, checking student assignments, and giving homework. As a result, students were less interested in developing their problem-solving abilities. The type of research used was quantitative with a quasi-experimental design of the nonequivalent control group design type. The research sample consisted of two classes, namely the experimental class and the control class. Data were collected through tests, observations, and documentation, then analyzed using the N-Gain test, normality test, and independent sample t-test. The results showed that the application of computational thinking effectively improved students' mathematical problem-solving abilities. In the experimental class, the average student score increased from 42.57 to 82.14, while in the control class it increased from 41.25 to 76.94. The higher increase in the experimental class indicates that students better understand the stages in solving problems. The t-test results show a Sig. (2-tailed) value = 0.019 < 0.05, while the average N-Gain value of 0.67 is included in the moderate category. Thus, learning with computational thinking is proven to be effective in improving students' mathematical problem-solving abilities.

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