cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
Jl. Endro Suratmin Sukarame Bandar lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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
 19   20   21   22   23 
The analysis of junior high school students’ mathematical literacy: Field study in Bandar Lampung Nurhanurawati, Nurhanurawati; Caswita, Caswita; Bharata, Haninda; Widyastuti, Widyastuti
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): 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.v13i1.11659

Abstract

Mathematical literacy is a person's ability to formulate, apply and interpret mathematics in various contexts, including the ability to reason systematically and use concepts, procedures, and facts to describe, explain or predict an event. Therefore, mathematical literacy is essential in everyday life. This article analyzed the mathematical literacy of junior high school students in Bandar Lampung. Data were collected by giving mathematical literacy questions to junior high school students. The data were analyzed descriptive–quantitatively. The research population is 14–15 years junior high school students in Bandar Lampung City. The research sample was selected using a stratified sampling technique to get students from several favorable and unfavorable public and private junior high schools. The research instrument was a test on the mathematical literacy of junior high school students. The results showed that junior high school students in Bandar Lampung were generally able to solve mathematical literacy problems whose information was clearly available, solve problems procedurally, and use basic algorithms, formulas, procedures, or conventions involving integers. However, they have yet to solve problems that involve constraints or make assumptions. They have not been able to select and integrate different representations, including symbolic ones, relate them directly to aspects of real–world situations and have not been able to solve problems related to everyday life that they rarely encounter.
Digital comic learning media based on character values on students’ critical thinking in solving mathematical problems in terms of learning styles Darmayanti, Rani; Sugianto, Rahmad; Baiduri, Baiduri; Choirudin, Choirudin; Wawan, Wawan
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): 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.v13i1.11680

Abstract

To prepare students to compete in 21st-century skills, the Ministry of Education and Culture of the Republic of Indonesia integrates character education into school subjects. However, as a medium, comics do not contain the level of character values, exploration, and critical thinking skills in problem-solving on geometry material. Therefore, the aim of this study is to produce digital media based on character values on mathematical critical thinking skills in solving problems related to learning styles for eighth-grade students. This development research employed the 4-D method (Define, Design, Develop, and Disseminate). The study indicates that the digital comic learning media is valid with a total average score of 3.60 based on the material expert’s validation and 3.50 based on the media expert’s validation. The eight-grade students' responses were positive (92%) based on the trials. The learning outcomes in terms of kinesthetic, auditory, and visual learning styles used in this study can all meet all indicators of mathematical problem-solving.
Mathematics teachers’ knowledge of indigenous games in teaching mathematics Tangkur, Michael; Nabie, Michael Johnson; Ali, Clement Ayarebilla
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): 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.v13i1.11693

Abstract

We explored junior high school teachers' knowledge and the impact of indigenous games in teaching basic mathematical concepts. The researchers employed the qualitative phenomenological design to address the purpose, objectives and research questions. The accessible sampling was used to sample 70 teachers (65 males, 5 females) for phase one of the study. Out of 70 teachers, five (three males and two females) were purposively sampled for the study's second phase. Two instruments, a semi-structured interview guide and an observation checklist were used to collect data. The data was analyzed thematically to reflect the research questions. The findings of both phases revealed that most teachers had adequate knowledge of indigenous games and knew the impact of indigenous games on students’ learning of mathematics. In particular, the observation checklist showed that some teachers still adhered to the traditional approach (a direct teaching method) and required the knowledge of indigenous games to enhance their teaching skills and techniques. Therefore, in-service training, workshops and other continuous professional development should be organized to update teachers' knowledge on the effective use of indigenous games in the teaching and learning of mathematics.
The effect of hawgent dynamic mathematics software on mathematics achievement: A meta-analysis Li, Xinxin; Zhou, Ying; Wijaya, Tommy Tanu
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): 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.v13i1.11711

Abstract

In recent years, ICT development has greatly affected the education sector. The development has provided many opportunities to innovate and improve the quality of education. Dynamic mathematics software is one of the learning media that is widely used in mathematics lessons. China has always wanted to be innovative by developing Hawgent Dynamic Mathematics software with more features than other dynamic mathematics software. This research aims to determine the effect of Hawgent Dynamic Mathematics software on mathematics achievement and analyze the advantages of Hawgent compared to other dynamic mathematics software. This research employed a meta-analysis approach by analyzing 28 empirical research articles published in both Chinese and foreign journals. There are 46 effect sizes with 4137 students from 2018 to 2021. Furthermore, the data was obtained using CMA software. The results showed that the effect size of Hawgent on mathematics achievement was 2.11 (P=0.00<0.1), within the very high category. Further analysis showed that the number of students did not affect Hawgent’s effect size. The effect of Hawgent at the senior high school level was greater than at the elementary and junior high school levels. Furthermore, Hawgent’s effect on geometry and algebra subjects was greater than any other subjects. This research can be useful as information on the development of dynamic mathematics software since many countries tend to use Geogebra and Geometric Sketchpad.
Students' metacognition in solving non-routine problems Kholid, Muhammad Noor; Ahadiyati, Arina
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): 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.v13i1.11776

Abstract

Students’ metacognition abilities based on their aspects have different levels. Metacognition aspects had categorized into parts of awareness aspects, evaluation aspects, and aspects of regulation. This study aims to describe how students are metacognitive in solving non-routine problems based on awareness, evaluation, and regulation characteristics. This research is a descriptive qualitative study with a sampled class VIII A Junior High School Batik Special Program (PK) Surakarta, which consisted of six students. The instruments in this research are non-routine problems or tests, observation sheets, and interview guidelines. The questions validator in this research are two teachers and a Mathematics Education lecturer from the University of Muhammadiyah Surakarta. The data collection technique uses tests, observations, and interviews. The data analysis technique of research had carried out through three stages: data reduction, data presentation, and conclusion drawing. This study concluded that the student's metacognition of eighth grade in solving non-routine problems had not developed better. Only one student can ideally find the metacognition aspects of awareness, evaluation, and regulation. Compared to medium-capable students, students with high abilities can discover the metacognition aspects well. In comparison, students with low skills have not been able to find all indicators of metacognition. Based on the results, further research may discover students’ obstacles in implementing metacognition for mathematical problem-solving.
Enhancement of students' critical thinking ability in the algebraic function derivatives application based on student learning styles during online learning Marzuki, Marzuki; Negara, Habibi Ratu Perwira; Wahyudin, Wahyudin
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): 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.v13i1.12062

Abstract

Critical Thinking (CT) ability is an essential skill needed in the 21st century. However, this skill is still under-explored by paying attention to the tendency of Learning Styles (LS) students when online learning is carried out. Therefore, this study aims to determine the differences in the improvement of students' CT abilities based on LS tendencies (visual, auditory, and kinesthetic) when online learning is carried out on algebraic function derivative application materials. Consisting of 4 essay questions given twice, before the sample in this study was a collection of CT, and LS ability scores of class XI science students in Langsa City, totaling 26 students. The researchers collected the data using an LS questionnaire of 30 statements and a written test of CT ability after online learning. Both instruments have been validated. The research method is a pre-experimental design with the type of one-group pretest-posttest. The results showed that (1) students had more dominant kinesthetic LS tendencies compared to visual and auditory LS; (2) students with visual LS have criteria for increasing critical thinking skills in the high category, while auditory and kinesthetic LS is in the medium category; (3) there is a significant difference in the acquisition of CT abilities between visual, auditory, and kinesthetic LS, where students with Visual LS outperform students with Auditory and kinesthetic LS; (4) there are differences in the improvement of CT abilities between students with visual, auditory, and kinesthetic styles in online learning. The improvement in CT ability of students with visual LS is greater than that of Auditory and kinesthetic LS.
Motivation and learning media: How do they affect mathematics learning outcomes after the covid-19 pandemic? Pramita, Mitra; Sukmawati, R Ati; Wiranda, Nuruddin
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): 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.v13i1.12233

Abstract

After the pandemic, people began to adjust to the changes during the pandemic. The rapid progress and development of information and technology are now entering the world of education. Information technology has begun to be widely used to support the smooth running of the teaching and learning process, one of which is to support student learning outcomes. This study aimed to determine the differences in student learning outcomes in the control and experimental classes by considering students' learning motivation. This type of research is an experimental study with a 2×2 factorial design. Discrete mathematics learning outcomes for even-semester students in 2021/2022 will be grouped based on learning media (PowerPoint and Kahoot) and student motivation (high and low). To find out the differences in student learning outcomes, a 2-way ANOVA test was carried out using SPSS. The results of this study show significant differences in student learning outcomes between students with high learning motivation and those with low learning motivation. There is no significant difference in learning outcomes between Kahoot learning media and PowerPoint learning media. Then it is known that other factors affect student concentration; namely, an interaction between learning media and learning motivation influences students' learning outcomes. The Kahoot media was proven to make the learning atmosphere more fun during the learning activities. Students were more active in participating in the learning process.
Rough U-Exact Sequence of Rough Groups Ayuni, Fitri; Fitriani, Fitriani; Faisol, Ahmad
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): 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.v13i2.12411

Abstract

The notion of a U-exact sequence is a generalization of the exact sequence. In this paper, we introduce a rough U-exact sequence in a rough group in an approximation space. Furthermore, we provide the properties of the rough U-exact sequence in a rough group.
Investigating the effectiveness of using various mathematics learning media among students with various learning styles Laswadi, Laswadi; Supriadi, Nanang; Khaidir, Christina; Anggoro, Bambang Sri
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): 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.v13i1.12485

Abstract

Appropriate mathematics learning media is one factor determining the success of learning mathematics. Teachers can use various types of media to help students learn mathematics. However, teachers must consider the learning media's suitability with students' characteristics. This study aims to 1) reveal the most effective learning media for visual, auditory, and kinesthetic learning styles; 2) determine the interaction between learning media and learning styles on students' mathematics achievement. Therefore, this study used a 3 × 3 factorial design. The sample in this study was 29 eighth-grade students in junior high school. Researchers used questionnaires and mathematics achievement tests to collect research data to be analyzed quantitatively. The results show that interactive applications are the most effective learning media for students with different learning styles. Besides, there is a significant interaction effect between learning media and learning styles on students' mathematics achievement.
Exploring students’ mathematical computational thinking ability in solving pythagorean theorem problems Nurwita, Faizah; Kusumah, Yaya Sukjaya; Priatna, Nanang
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): 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.v13i2.12496

Abstract

This study explores students' mathematical computational thinking ability in solving the Pythagorean Theorem problem. This research method used a qualitative approach with a phenomenological design. The subjects involved in this study were 12 junior high school students. Six students in grade 7 had not studied the Pythagorean Theorem, and six students in grade 8 were studying the Pythagorean Theorem. This study's results indicate several problems with students' mathematical computational thinking skills in mathematics learning. The first problem is seen from the aspect of abstraction. Students are given problems with the help of digital-based teaching aids. Then the researcher provides procedures containing questions so students can digest the information and follow their intuition to find a solution strategy. Still, students have not decided what information should be stored or ignored. The second problem is seen from the aspect of decomposition. Students have not been able to decompose complex problems into simpler and more manageable ones. Student responses are also still not according to the researchers' predictions. However, with the scaffolding technique, researchers can direct students' intuition or thought processes to focus more on the problem being asked. The third problem is seen from the aspect of generalization. Students have not been able to generalize the problem and have not been able to conclude from the steps that have been taken. These three problems indicate that students cannot recognize and identify patterns well, thereby reducing the efficiency of the mathematical problem-solving process.

Page 21 of 42 | Total Record : 411

 19   20   21   22   23 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika Vol 11 No 2 (2020): Al-Jabar: Jurnal Pendidikan Matematika Vol 11 No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika Vol 10 No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika Vol 10 No 1 (2019): Al-Jabar: Jurnal Pendidikan Matematika Vol 9 No 2 (2018): Al-Jabar: Jurnal Pendidikan Matematika Vol 9 No 1 (2018): Al-Jabar: Jurnal Pendidikan Matematika Vol 8 No 2 (2017): Al-Jabar: Jurnal Pendidikan Matematika Vol 8 No 1 (2017): Al-Jabar: Jurnal Pendidikan Matematika Vol 7 No 2 (2016): Al-Jabar: Jurnal Pendidikan Matematika Vol 7 No 1 (2016): Al-Jabar: Jurnal Pendidikan Matematika Vol 6 No 2 (2015): Al-Jabar: Jurnal Pendidikan Matematika Vol 6 No 1 (2015): Al-Jabar: Jurnal Pendidikan Matematika More Issue