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Al-Jabar : Jurnal Pendidikan Matematika
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : -     EISSN : 25407562     DOI : 10.24042
Core Subject : Education,
Education Mathematics
Al-Jabar : Jurnal Pendidikan Matematika, with registered number p-ISSN: 2086-5872 (print), e-ISSN: 2540-7562 (online), is a scientific journal published by Mathematics Education IAIN Raden Intan Lampung. The aim of this journal publication is to disseminate new theories and research results that have been achieved in the area of mathematics education. Al-Jabar: Jurnal Pendidikan Matematika, particularly focuses on the main issues in the development of the sciences of mathematics education, mathematics education, and applied mathematics. Al-Jabar, has been published since 2010, and starting from 2015, has been published online. Al-Jabar: Jurnal Pendidikan Matematika published twice a year, the period from January to June and July to December. This publication is available online via open access.
Arjuna Subject : -
Articles 411 Documents
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Course Review Horay-Based Bamboo Dancing in 21st Century Learning: How Can We Assess Students' Mathematical Creative Thinking? Suherman, Suherman; Lakatos, Kristóf; Muhammad, Rosida Rakhmawati; Khoiriyah, Binti; Komarudin, Komarudin
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8345

Abstract

Education in the 21st-century era can provide students with learning experiences that influence individual growth. This study aimed to determine the effect of integrating the Bamboo Dance learning model and Course Review Horay on students' mathematical creative thinking. The design of this study was quasi-experimental. Data collection instruments were open-ended test questions of mathematical creative thinking. The normality test and the homogeneity test were used as the analysis techniques. The hypothetical testing was performed using one-way ANOVA and Scheffe's method. The results of the analysis showed that the data were normally distributed and homogeneous. As a result of applying the Bamboo Dance learning model integrated with Course Review Horay, the students' mathematical creative thinking was better than the conventional learning model. The Bamboo Dance Model can provide information equally. The Course Review Horay's learning model can make students happy during the learning. This research implies that lecturers can apply BD-CRH as an alternative in improving students' mathematical creative thinking.
Quasi-Associative Algebras on the Frobenius Lie Algebra M_3 (R)⊕gl_3 (R) Henti, Henti; Kurniadi, Edi; Carnia, Ema
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8485

Abstract

In this paper, we study the quasi-associative algebra property for the real Frobenius  Lie algebra  of dimension 18. The work aims  to prove that  is a quasi-associative algebra and to compute its formulas explicitly. To achieve this aim, we apply the literature reviews method corresponding to Frobenius Lie algebras, Frobenius functionals, and the structures of quasi-associative algebras. In the first step, we choose a Frobenius functional determined by direct computations of a bracket matrix of  and in the second step, using an induced symplectic structure, we obtain the explicit formulas of quasi-associative algebras for . As the results, we proved that  has the quasi-associative algebras property, and we gave their formulas explicitly. For future research, the case of the quasi-associative algebras on   is still an open problem to be investigated. Our result can motivate to solve this problem.  
Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments) Anggoro, Bambang Sri; Puspita, Nurul; Pratiwi, Dona Dinda; Agustina, Safitri; Komala, Ramadhana; Widyastuti, Rany; Widyawati, Santi
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8516

Abstract

Analytical thinking is a skill to unite the initial process, plan solutions, produce solutions, and conclude something to produce conclusions or correct answers. This research aims to 1) determine whether there are differences in students' mathematical, analytical thinking skills between classes that use the Open-ended learning method and classes that use the lecturing method, 2) to find out whether there are mathematical, analytical thinking skills differences between students with high, moderate, and low self-awareness criteria, and 3) to find out whether there is an interaction between Open-ended learning method and self-awareness toward students' mathematical-analytical thinking skills. This research employs a quasi-experimental design. Based on the data and data analysis, this research is mixed-method research, and the design used in this research is the posttest control group design. This research was conducted on students who have studied the Real Analysis Courses. Based on the results of hypothesis testing, it was found out that, first, there are differences in students' mathematical-analytical thinking skills between the class that uses the Open-ended learning method and the class that uses the lecturing method. Second, there are mathematical-analytical thinking skills differences between high, moderate, and low self-awareness criteria. Third, there is no interaction between the Open-ended learning method with self-awareness of students' mathematical-analytical thinking skills.
Critical Thinking Ability Improvement: The Impact of STAD Learning Model in Mathematic Courses Wibowo, Dodiet Enggar; Mustadi, Ali; Muanifah, Mahmudah Titi
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8531

Abstract

According to some studies on school student, the application of the STAD method in some subject can improve critical thinking ability. However, according to other studies, STAD in some subject for school students cannot improve critical thinking ability. This study, hence, aims to discover the impact of the application of STAD in improving critical thinking ability, especially in mathematics course for university students. The experiment was carried out in a quasi-experimental design, especially the pretest-posttest non-equivalent group type. The findings of this study indicate that the application of STAD in mathematics learning can improve critical thinking ability. The advantages of using STAD can be seen from the increase in critical thinking ability, both abilities in the low, medium, and high categories. This study also confirms the findings of other studies that the application of cooperative and problem-based learning methods is effective in improving critical thinking ability. However, in contrast to other studies that reveal the benefits of STAD can be obtained after a long time of application (9 weeks - 8 months), this study shows that the benefits of STAD can be obtained in a relatively short time. This occurs because the treatment in the experimental class meets the criteria set by the experts, and uses three important structures proposed by experts, too. This research, therefore, has implications for the need to use problem-based cooperative learning methods. 
Mathematical Literacy: A Case Study on Padang Students' Mathematical Ability Yulia, Yulia; Kustati, Martin; Afriadi, Juli
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8538

Abstract

This study aims to analyze student mathematical literacy ability from the perspective of students' Mathematical Ability. This research is a descriptive study with a qualitative approach. The research subjects were three students of XI IPA 1 MAN 1 Padang with different mathematical abilities: low, medium, and high. Data were collected through documentation, tests, and interviews. The results of the analysis show that students with high abilities can solve routine problems, interpret problems and solve them with formulas, carry out procedures well, can deal with complex situations, use their reasoning in solving problems, can work effectively and interpret different representations and then relate them to the real world. Students with moderate abilities can solve routine problems, interpret problems and solve them with formulas, and carry out procedures properly. Meanwhile, students with low abilities are only able to solve routine questions. Based on these results, it is necessary to look for strategies in the mathematics learning process, which enable the improvement of students' mathematical literacy skills.
Development CPS Integrated TPACK Model to Improve Student Problem Solving In New Normal Pandemic Covid-19 Waluyo, Edy; Nuraini, Nuraini
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8600

Abstract

In 21st-century learning, teachers must integrate technology, pedagogy knowledge, and content to improve students' problem-solving skills. Through problem-solving, students are required to think systematically, critically, logically, and have an unyielding attitude to find solutions to problems. This study aims to develop CPS integrated TPACK model to improve problem-solving capabilities. Borg and Gall model development research uses the research method, including needs analysis, product design, product development, product implementation, and evaluation. Data analysis was used in this study using descriptive analysis. Based on the data analysis conducted, the average product validation score of 3 experts in a row was 79.4; 79,9; and 80.8 in the valid category. The products developed are also relatively practical, with an average practical score of  82.67.  The product trials were conducted four times the meeting showed that the products used are classified as pragmatic. The product is classified as effective with an effectiveness percentage of 86.67%, so it is feasible to be implemented. The product developed has a potential effect in the high category to improve math problem-solving skills with an N-Gain of 0.81. 
Students Abstract Thinking Abilities in terms of Mathematical Disposition Nurrahmah, Arfatin; Agustina, Lasia; Nurhayati, Nurhayati
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8652

Abstract

This research aims to describe students abstract thinking abilities in the probability theory course in terms of mathematical disposition. The research method used is descriptive research with a qualitative approach. The research subjects were 5th-semester students who took probability theory courses. Determination of subjects using purposive sampling techniques. Instruments used include test results of mathematical abstract thinking abilities, disposition questionnaires, interview guidelines, and researchers as the key instruments. Analysis data using the Miles model and Huberman includes data reduction, display data and conclusion drawing/verification. The research results are, Subject 1 (S1) is in the high mathematical disposition category, fulfills three indicators of abstract thinking abilities, namely transforming problems into symbols, manipulation process of abstract mathematical objects, and the formation of mathematical concepts related to other concepts. Subject 2 (S2) is in the medium mathematical disposition category, fulfilling two indicators of abstract thinking abilities, namely transforming problems into symbols and the manipulation process of abstract mathematical objects, the formation of mathematical concepts related to other concepts. Subject 3 (S3) is in the low mathematical disposition category, it only fulfills one indicator of the abstract thinking abilities, namely transforming problems into symbols. 
Corrective Feedback, Self-Esteem and Mathematics Learning Outcomes R, Zubaidah; Fitriawan, Dona; Yusmin, Edy; Nursangaji, Asep; Mirza, Ade
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8659

Abstract

One of the strategies to respond the formative assessment results is corrective feedback. Through corrective feedback, it can be verified and elaborated the part of each items where an error occurs which must be reviewed and corrected by students based on the signs given. The purpose of this research is to review the effect of corrective feedback on formative evaluation and mathematics self-esteem on student’s mathematics learning outcome on junior high school by controlling the prior mathematics knowledge of students. The samples were 120 seventh grade students in junior high school on first semester chosen by using random sampling. The method in this research is quasi experiment by using the design of treatment by level 2 × 2. Data were analyzed by using analysis of covariance (ANCOVA). After controlling the prior mathematics knowledge of students, in general, direct corrective feedback was more suited to increase mathematics learning outcomes on junior high school student than indirect corrective feedback. There was an interaction effect on providing corrective feedback and self-esteem on the mathematics learning outcomes.  For the student who have high self-esteem, indirect corrective feedback is more suitable to increase mathematics learning outcomes while for the students who have low self-esteem, direct corrective feedback is more suitable to increase mathematics learning outcomes. It is recommended to the mathematics teachers to provide corrective feedback after provision of formative assessment in their class.
Spatial Modeling for Poverty: The Comparison of Spatial Error Model and Geographic Weighted Regression Rinaldi, Achi; Susianto, Yuni; Santoso, Budi; Kusumaningtyas, Wahyu
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8671

Abstract

This study aims to analyze poverty using spatial models. The researchers also compared the Spatial Error Model (SEM) and Geographically Weighted Regression (GWR). The comparison of the two models was based on the estimation evaluation criteria and the constructed spatial associations. Spatial regression is considered very appropriate to be used to model the relationship pattern between poverty and explanatory variables when the observed data has a spatial effect caused by the proximity between the observation areas. The spatial dependence of errors on observational data can be overcome using SEM, while the effect of heterogeneity of spatial variance can overcome using GWR.
Mathematical Problem Solving Ability: The Impact of Mathematics Learning Videos on an E-Learning Platform Salsabila, Aufa; Pradipta, Trisna Roy
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): 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.v12i1.8708

Abstract

This study aimed to determine the effect of instructional videos on an e-learning platform toward students' mathematical problem solving ability. This research employed the quantitative aproach and experimental research design. This study utilized a test instrument to determine students' mathematical problem solving abilities. Furthermore, a t-test was performed on the data that had fulfilled the prerequisite testings: the normality test and the homogeneity test. The results indicated that there was an effect of mathematics learning videos on the e-learning platform on students' mathematical problem solving abilities. Students who watched the instructional videos had better mathematical problem solving abilities than students who did not watch the instructional videos. 

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