Al-Jabar : Jurnal Pendidikan Matematika
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.
Articles
411 Documents
<![CDATA[Relationship between student learning interest and mathematics learning achievement: A meta-analysis ]]>
<![CDATA[Ili, La]]>;
<![CDATA[Rumasoreng, Muhammad Irfan]]>;
<![CDATA[Prabowo, Anggit]]>;
<![CDATA[Setiana, Dafid Slamet]]>;
<![CDATA[Latuconsina, Adam]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.9715
<![CDATA[Mathematics is regarded as one of the most important lessons that any student must learn. Internal and external factors, in general, influence students' mathematics learning achievement. One of the internal factor variables is students’ learning interest in mathematics. Many research publications show that the variable of interest is strongly related to mathematics learning achievement, so this study aims to prove and quantify the size of the relationship between mathematics learning interest and mathematics learning achievement using quantitative meta-analysis research approaches. The independent variable is student learning interest, and the dependent variable is mathematical learning achievement. The data was acquired from an online database search on Google Scholar within the 2009 to 2019 timeframe. Thirty research publications that satisfied the required criteria were utilized as the sample. Data analysis uses a quantitative meta-analysis approach with a correlation meta-analysis. The findings revealed a favorable and substantial (5% significance level) link between learning interest and student mathematics learning achievement. The average weight value of effect size was 0.540 in the range of 0.430 to 0.640 in the medium category. These findings have demonstrated the consistency of previous researchers' conclusions. ]]>
<![CDATA[Problem-based learning model on mathematical analytical thinking ability and science process skills ]]>
<![CDATA[Syaiful, Syaiful]]>;
<![CDATA[Kamid, Kamid]]>;
<![CDATA[Kurniawan, Dwi Agus]]>;
<![CDATA[Pratama, Wahyu Adi]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.9744
<![CDATA[This research serves as a reference for teachers to implement problem-based learning models on analytical thinking skills and science process skills in mathematics subjects. This research examines the differences and relationships between students' analytical thinking skills and science process skills with problem-based learning models in mathematics. The sample of this research consisted of 180 students. This research is a quantitative study with a questionnaire as the instrument. The obtained data were analyzed using the t-test and correlation test. The results showed a significant difference between analytical thinking skills and students' science process skills, especially on the indicators of Observation and Classification at SMPN 35 Batanghari and SMPN 8 Batanghari students who applied the problem-based learning model in mathematics. Furthermore, it was found that there was a relationship between analytical thinking skills and science process skills because students with analytical thinking skills possessed better science process skills in problem-based learning models in mathematics subjects.]]>
<![CDATA[Assessing moodle-assisted e-learning for students’ concept understanding and critical thinking skills in algebra ]]>
<![CDATA[Pahrudin, Agus]]>;
<![CDATA[Zahra, Yustika Fatimatuz]]>;
<![CDATA[Supriadi, Nanang]]>;
<![CDATA[Sugiharta, Iip]]>;
<![CDATA[Farida, Farida]]>;
<![CDATA[Suherman, Suherman]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.9776
<![CDATA[Conceptual understanding and critical thinking skills are necessary for all students to help them in their learning process. This research aims to determine the effect of Moodle-assisted e-learning on (1) conceptual understanding, (2) critical thinking skills, and (3) conceptual understanding and critical thinking skills combined. This research employed a quasi-experimental design with random cluster sampling was used as the sampling technique. An algebra written test was used to collect research data. Furthermore, the researchers performed the normality test, homogeneity test, and MANOVA analysis to analyze the data. The researchers discovered that Moodle-assisted e-learning influenced students' conceptual understanding, critical thinking skills, and conceptual understanding and critical thinking skills.]]>
<![CDATA[Error analysis of prospective mathematics teachers in solving of applying radian measurement problem in trigonometry courses ]]>
<![CDATA[Setiawan, Yayan Eryk]]>;
<![CDATA[Surahmat, Surahmat]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.9874
<![CDATA[This research aims to describe the mistakes of the prospective teachers in solving the application of radian measurement problems and their causes. This type of research is qualitative descriptive research with a case study approach. The types of data collection in this research consisted of the results of the subject's work and transcripts of interviews with research subjects. By following the type of data, this research instrument consists of one question about the problem of applying radian measurement and interview guidelines developed by the researchers. Data analysis of the subject's work is carried out by classifying the types of errors to know the types of errors that arise in solving the problem of applying the radian measurements. While the transcript analysis of the interview results was carried out by coding the words to determine the factors causing the errors that appeared. The results of the research indicate that the error in solving the problem of applying the radian measurement are misconceptions and factual errors. This misconception is generally caused by intuitive thinking, while this factual error is generally caused by not paying careful attention to the information in the question. The solution to these errors is to analyze the elements of the circle that are interconnected in solving the problem of applying the radian measurements and to be careful in writing the information that is known in the question. ]]>
<![CDATA[The improvement of mathematics understanding ability on system of linear equation materials and students learning motivation using geogebra-based educational games ]]>
<![CDATA[Septian, Ari]]>;
<![CDATA[Monariska, Erma]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.9927
<![CDATA[The purpose of this research is to determine the improvement of students' mathematical understanding ability on a system of linear equations using GeoGebra-based game education. This research use quasi-experimental that was conducted on two classes of the school in Indonesia. Class X MIPA 4 as experimental class and X MIPA 3 as control class. Based on the results the average score of N-Gain value analysis, mathematical concept understanding ability in the experimental class is 0.55, and the control class average score is 0.30. Based on the calculation, the Asymp. Sig. (2 tailed) of 0.000 is obtained. Because the significance score is obtained less than 0.05, thus it is rejected and is accepted. So, it can be concluded that the improvement of students' mathematical understanding ability using GeoGebra-based game education is better than the improvement through ordinary learning. The learning motivation of students using GeoGebra-based game education as a positive learning media, but there is no relationship between learning motivation and students' mathematical understanding using GeoGebra-Based Game Education.]]>
<![CDATA[Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV) ]]>
<![CDATA[Rizbudiani, Adilla Desy]]>;
<![CDATA[Jaedun, Amat]]>;
<![CDATA[Rahim, Abdul]]>;
<![CDATA[Nurrahman, Arief]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.9939
<![CDATA[A high-quality test has a balanced level of difficulty and can be completed by the respondent with their level of abilities. This study analyzed the test instrument used to measure students' mathematics abilities in the semester final exam on System of Linear Equations in Two-Variables. The purposive sampling technique was applied to select the respondent students (N=195). The test items were twenty multiple-choice questions. The researchers performed the data analysis using Rasch model Item Response Theory (IRT) approach with the QUEST program. The analysis revealed that the twenty items’ validity matched the Rasch model with a range of INFIT MNSQ values between 0.89 – 1.17. Items on the final semester exam can be used based on the estimated OUTFIT t-value less than equal to 2.00. The OUTFIT t analysis obtained nineteen qualified items and one unqualified item. ]]>
<![CDATA[Designing interactive games for improving elementary school students’ number sense ]]>
<![CDATA[Hermita, Neni]]>;
<![CDATA[Alim, Jesi Alexander]]>;
<![CDATA[Putra, Zetra Hainul]]>;
<![CDATA[Gusti, Peggi Muharrani]]>;
<![CDATA[Wijaya, Tommy Tanu]]>;
<![CDATA[Pereira, Jerito]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.9983
<![CDATA[Number sense is an essential primary mathematics material in elementary school that students must master. Learning media may be utilized in elementary schools' teaching and learning process to engage and inspire students to participate in learning activities, particularly mathematics. Therefore, the researchers designed an interactive game using Genially to improve students' number sense. The ADDIE development model was applied in the research and development procedure. In this research, the ADDIE development model began by analyzing problems related to the mathematics learning process in elementary schools, analyzing the environment and work situation, designing an interactive game, developing the game based on validation results from three media experts and two concept experts, and conducting a one-on-one trial. The product feasibility was tested on 46 students who were divided into two classes. Class B served as the experimental class, while Class A served as the control class. The interactive game's validation findings showed that the developed interactive learning media was practical and useful. As a result of the implementation, the experimental class students' grasp the material better than the control class. ]]>
<![CDATA[Prospective mathematics teachers’ understanding of proof in mathematics for high school ]]>
<![CDATA[Mirza, Ade]]>;
<![CDATA[Fitriawan, Dona]]>;
<![CDATA[R, Zubaidah]]>;
<![CDATA[Nursangaji, Asep]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v13i1.10089
<![CDATA[Changes in the mathematics education curriculum affect the preparation of prospective teachers to learn as well as possible and provide extensive opportunities and experiences regarding mathematical proof in secondary schools, especially those reflecting the nature and role of proof in the field of mathematics. Teachers' ability to respond to this depends on their understanding of proof in a mathematical context. This research examined the understanding of 36 prospective mathematics teachers at Tanjungpura University regarding proof and their ability to prove problems in the context of high school mathematics. The data were collected through a series of interviews focused on their responses to the role of proof and from tests to prove math problems. This research is descriptive-analytical research, which describes the conception of prospective mathematics teachers as knowledgeable in mathematics about proof. However, some view proof as a tool for studying mathematics. This research also found that many of them had a limited view of the nature of proof. They lacked a clear understanding of the subject of demonstrating or explaining the process of proving a mathematical statement.]]>
<![CDATA[Problem-based learning: Its effect on higher-order mathematical thinking skills in terms of student's initial abilities and mathematical beliefs ]]>
<![CDATA[Simanjuntak, Dion Aris]]>;
<![CDATA[Makmuri, Makmuri]]>;
<![CDATA[Rahayu, Wardani]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.10137
<![CDATA[The higher-order thinking ability of students in Indonesia is still in the low category. This research aims to see the effect of the application of a problem-based learning model on higher-order mathematical thinking skills in terms of student's initial abilities and mathematical beliefs. This research uses a quasi-experimental design with a Non-Equivalent Control Group Design. Data on students' higher-order mathematical thinking skills were taken using a test instrument. This research was conducted at SMP Negeri 27 Jakarta with a total of 165 students obtained from cluster random sampling. Based on the analysis of the three-way ANOVA test, it was found that the problem-based learning model had a positive effect on students' higher-order thinking skills. Problem-based learning model gives better results than conventional learning models. This also applies to students with the initial ability and mathematical beliefs in the high category. Problem-based learning can be an alternative for teachers to improve students' higher-order mathematical thinking skills. ]]>
<![CDATA[Problem-based learning model: It’s effect on mathematical literacy ability based on students' visual verbal ability ]]>
<![CDATA[Syafitri, Aulia]]>;
<![CDATA[Huda, Nizlel]]>;
<![CDATA[Haryanto, Haryanto]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.10366
<![CDATA[This study was conducted at SMP Negeri 9 Jambi City to determine the effect of the Problem-based Learning (PBL) model on mathematical literacy skills in the Pythagorean Theorem material. The quasi-experimental design was used with a non-equivalent pretest and posttest control group design. The researchers collected the mathematical literacy ability data using a description test instrument. Furthermore, the visual-verbal ability data was collected using a visual-verbal ability questionnaire. This research was conducted on the seventh-grade students, with 69 students divided into two classes (experimental and control classes). A random sampling technique determined the sample. Based on the two-way ANOVA test, applying the Problem-based Learning (PBL) model on students' mathematical literacy skills was an effect. There was an effect of visual-verbal ability on literacy skills. ]]>
