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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 32 Documents
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The Impact of Concrete Media on Third-Graders' Conceptual Understanding of Whole Number Addition Eti Kus Endang; Wiryanto; Neni Mariana
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 4 No. 1 (2026): AB-JME Vol. 4 No.1 2026
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v4i1.1096

Abstract

This study aims to analyze the effect of specific concrete media (pebbles, leaves, and ice cream sticks) on third-grade students’ conceptual understanding of whole number addition and their learning motivation. Employing a quasi-experimental non-equivalent control group design, the study involved 30 students from SDN 010 Sepaku during the 2025/2026 academic year. Data were collected using validated tests and questionnaires (Cronbach’s Alpha > 0.70; r-calculated > 0.361). Binary logistic regression analysis revealed that concrete media exerted a statistically non-significant effect on conceptual understanding (Sig. = 0.440; Exp(B) = 0.524). Conversely, an independent samples t-test demonstrated a highly significant positive influence on learning motivation (p < 0.001). Furthermore, Pearson Product-Moment correlation indicated a non-significant relationship between conceptual understanding and learning motivation (Sig. = 0.270). These findings suggest that within short-term interventions, concrete media function more effectively as affective motivational enhancers rather than direct drivers of conceptual mastery. The study underscores the necessity of integrating manipulative media with structured pedagogical scaffolding to optimize both cognitive and affective learning outcomes in elementary mathematics education.
Pengaruh Tingkat Indikator Worry terhadap Self-Regulated Learning Siswa Sekolah Dasar dalam Menyelesaikan Soal Cerita Matematika Redi Gunawan; Elly Susanti; Abdussakir
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 4 No. 1 (2026): AB-JME Vol. 4 No.1 2026
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v4i1.1100

Abstract

Cognitive anxiety in the form of worry can interfere with students' ability to regulate the learning process, especially when solving mathematical word problems. This study aims to analyze the effect of worry levels on fifth-grade elementary school students' Self-Regulated Learning (SRL) in solving mathematical word problems. This study used a quantitative approach with a causal associative design. The research sample consisted of 38 fifth-grade elementary school students in one of the elementary schools in Cirebon selected through a purposive sampling technique. Data were collected using a four-point Likert scale questionnaire to measure three indicators of worry, namely self-doubt, fear of failure, and cognitive interference, as well as three phases of SRL, namely forethought, performance control, and self-reflection. In addition, students' answer sheets were analyzed descriptively based on Polya's problem-solving stages. The results showed that worry had a negative and significant effect on students' SRL with a value of B = -0.898, r = -0.710, p <0.001, and R² = 0.504. This means that the higher the student's worry, the lower their self-regulation ability, with a contribution of 50.4%. Students with high levels of worry experienced a decline in SRL, particularly during the forethought and self-reflection phases, as evidenced by difficulties planning solutions, incomplete work steps, and a lack of rechecking of answers. These findings underscore the importance of teacher support in reducing worry and strengthening students' SRL at each stage of solving math word problems.

Page 4 of 4 | Total Record : 32

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