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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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Self-regulated learning-based digital module development to improve students' critical thinking skills Kusmaharti, Dian; Yustitia, Via
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.v13i1.12756

Abstract

Learning technology needs to support improving critical thinking skills in the 21st century. Self-regulated learning-based digital module can be used to support students’ independent learning. The aims of this study are (1) to describe a valid digital module based on self-regulated learning; (2) to evaluate and describe the practicality of the digital module based on self-regulated learning; (3) to determine the effectiveness of the digital module based on self-regulated learning on students' critical thinking skills. The method used is Research and Development with the ADDIE development model. The results of the study are (1) the developed digital module based on self-regulated learning is declared valid; (2) the digital module based on self-regulated learning is stated to be practical as indicated by the response and implementation in the good category; (3) students' critical thinking skills in the experimental class are better than the control class. Generally, the self-regulated learning-based digital modules are valid, practical, and effective.
Exploration of high school students' reasoning in solving trigonometric function problems Marufi, Marufi; Ilyas, Muhammad; Ikram, Muhammad; Rosidah, Rosidah; Kaewhanam, Phimlikid
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.v13i2.12972

Abstract

Reasoning has been extensively studied by many experts. However, Research on student reasoning in trigonometric problem solving, particularly those related to logical thinking skills is still sorely needed. This study aimed to explore students' reasoning in solving trigonometric function problems regarding logical thinking skills. The research was conducted using a qualitative approach. The research subjects involved high school students in Palopo, Indonesia. Based on the logical ability test results, three subjects were selected, namely students with high, medium, and low logical abilities. Research instruments in mathematical problem-solving tasks and interview guidelines are valid and reliable. Data collection was carried out through task-based interviews and think-aloud. The results of the study: (1) the reasoning subjects with high and moderate logical abilities in solving trigonometric function problems are the same in every type of question, always starting with inductive reasoning and then doing deductive reasoning (2) the reasoning of subjects with high and medium logical abilities is different in solving trigonometric function problems in the initial identification. Subjects with low logical ability showed no mental activity in solving trigonometric function problems. The research finding is that the subject has a high logical ability and is solving trigonometric function problems first by inductive reasoning and then deductive reasoning. In general, it is concluded that students with high and moderate logical abilities use inductive and deductive thinking patterns interchangeably in solving trigonometric function problems.
Revealing students' critical thinking ability according to facione's theory Mastuti, Ajeng Gelora; Abdillah, Abdillah; Sehuwaky, Nurlaila; Risahondua, Ratna
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.v13i2.13005

Abstract

The importance of critical thinking ability in solving mathematical problems can improve the quality of thinking and make thinkers better understand the content that has been studied. This research aims to reveal students' critical thinking ability using Facione's theory to solve comparative problems. The research method used in this research is descriptive qualitative. The subjects of this study consisted of 2 students taken from 20 participants based on data saturation. Data collection techniques used in this study were tests, interviews, validation sheets, and documentation. The data analysis technique of the research results was carried out through three stages: data reduction, data presentation, and drawing conclusions. Based on the discussion results, the researcher revealed students' critical thinking skills through six components of critical thinking based on Facione's theory, namely Interpretation, Analysis, Evaluation, Inference, Explanation, and Self-Regulation. Significant differences between the two subjects appear at the explanation stage. At this stage, subject 1 uses the procedure in the concept scheme, and the explanation of the argument of subject 1 is very logical. This can be seen in clarifying the evaluation and inference stages, where the subject performs calculations correctly and logically. Meanwhile, subject 2 uses detailed procedures in its planning, indicated by notes at the analysis stage.
The distance between students’ concept image and quadrilateral object definition based on students’ mathematical ability Fadillah, Idris; Kusnandi, Kusnandi; Juandi, Dadang; Suparman, Suparman
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.v13i2.13090

Abstract

Students learn mathematics through practical applications without applying it. Consequently, the concept images and definitions that students offer do not match. This study examines the gap in mathematical ability between the concept images of professionals in mathematics education and students' concept images of content, including quadrilaterals. This study employed a qualitative approach with a hermeneutic phenomenology method. Sixty-two seventh-grade students were involved in conducting this study. Some instruments, such as quadrilateral-related tests and semi-structured interview questions, were used to collect the data. The results of quadrilateral-related tests and interviews revealed that most students with high mathematical ability, some with medium mathematical ability, and a small number with low mathematical ability have a concept image that matches the definition but cannot produce proof of the properties of a quadrilateral. In addition, a small number of students with high mathematical talents, some with medium mathematical abilities, and a large number of students with low mathematical abilities were unable to completely explain each rectangle's formal definition and properties. This indicates that there are some students whose concept image is low. So, several alternatives and effective mathematics learning should be implemented to facilitate students in enhancing students concept image. 
Effectiveness of the PBL model on mathematics learning to cultivate mathematical literacy of elementary school students Jannah, Ma`rifatul; Habiby, Wahdan Najib
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.v13i2.13116

Abstract

This study aims to determine the effectiveness of the Problem-Based Learning model on mathematics learning to instill mathematical literacy in elementary school students. Quasi Experiment was chosen as the type of this research. The research population was the 5th-grade students at SD Muhammadiyah 08 Cilacap, with the research sample consisting of two classes, namely 5A and 5B. The instruments used are test and non-test instruments. Hypothesis testing was carried out using the independent sample t-test and paired sample t-test. The average score on the pretest before the treatment was 59.7 in class 5A and 55.95 in class 5B. The average pretest score in class 5A was 66.6, and 62.15 in class 5B. The post-test average score was 77.7 in class 5A and 91.8 in class 5B. The study results show that the PBL model influences the mathematical literacy of elementary school students and increases students’ learning outcomes.
Systematic study of the parabola with the contribution of GeoGebra software as a teaching proposal de Sousa, Renata Teófilo; Vieira Alves, Francisco Régis; Souza, Maria José Araújo
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.v13i2.13172

Abstract

This work aims to present different demonstrations of the parabola, as well as possibilities of its geometric construction, using geometric design techniques and the GeoGebra dynamic geometry software. The methodology of this work is a basic theoretical research, exploratory type, in which we seek to bring a view about the parabola focused on improving its teaching as mathematical knowledge with the contribution of GeoGebra software. As a result, we bring a set of five constructions made in GeoGebra and available for use, which can be used as a methodological resource by the teacher to work in the classroom. As this work is part of an ongoing master's research, as future perspectives, we aim to develop these constructions in the classroom and collect empirical data for further analysis and discussion.
Prime ideal on the end_Z (Z^n ) Ring Ikhtiyar, Zakaria Bani; Puspita, Nikken Prima; Udjiani, Titi
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.v13i2.13193

Abstract

The set of all endomorphisms over -module  is a non-empty set denoted by . From  we can construct the ring of  over addition and composition function. The prime ideal is an ideal which satisfies the properties like the prime numbers. In this paper, we take the ring of integer number  and the module of  over  such that the  is a ring. Furthermore, we show the existences of prime ideal on the . We also applied a prime ideal property to prime ideal on   .
Students' mathematical lateral thinking skills in creative problem-solving Yusmin, Edy; Yani T, Ahmad; Pasaribu, Revi Lestari; Fitriawan, Dona
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.v13i2.13231

Abstract

This study aimed to examine students' mathematical lateral thinking skills in creative problem-solving, differences in subjects' answers based on the level of their study period, and factors that affect students' lateral thinking skills. The descriptive method was used in the form of an educational survey. The sampling technique used in this research was stratified random sampling. The research subjects were first, third, and fifth-semester students of Mathematics Education at FKIP Tanjungpura University in 2019. The data collection technique used was the "Paper-and-pencil Assessment," with the written test sheet adopted from the Mathematical Lateral Logic Test by Bruce Woodcock. The results showed that students' lateral mathematical thinking skills in creative problem-solving were in the poor category, with an average score of 9.39 out of 25. The results of statistical tests with a value of χ2 indicated that the answers to the subjects were different based on the level of study. The ability to recognize dominant ideas and the polarization of perception of the problem, and the ability to use other ideas are the dominant factors affecting the level of students' mathematical lateral thinking skills in all subject groups. In general, the way of thinking with formal logic or thinking vertically affected students' lateral thinking patterns.
Do students' errors still occur in mathematical word problem-solving?: A newman error analysis Zulyanty, Marni; Mardia, Ainun
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.v13i2.13519

Abstract

Mathematical word problems can be utilized to improve students' mathematic problem-solving skills. However, students' error still occurs in mathematical word problem-solving. This research aimed to trace and reveal students' errors in problem-solving using the Newman Error Analysis stages. This research is descriptive qualitative research. The research subjects were moderate-ability students of State Madrasah Tsanawiyah (MTs) in Jambi. Mathematical word problem worksheets and interview templates were used as instruments in this research. Students with the moderate ability category were given worksheets on algebraic and the Pythagorean Theorem operation. The students were also interviewed to get more information about the errors they experienced. This research found that the students' errors during word problem-solving had implications for the incorrect answer. Students' errors occurred at the comprehension, transformation, process skill, and encoding stages of the Newman Error Analysis stages. Indeed, the Newman Error Analysis stage is a cycle that means errors at the first stage are more likely to cause errors in the next stages and lead to an incorrect answer. Furthermore, error at the comprehension stage is the most crucial error in mathematical problem-solving.
The implementation effect of realistic mathematics education and contextual teaching and learning approaches on the students' mathematical communication ability: A meta-analysis Putri, Nurmala Setianing; Juandi, Dadang; Jupri, Al
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.v13i2.13562

Abstract

Over the last ten years, many studies have discussed the effect of implementing the Realistic Mathematics Education (RME) and Contextual Teaching and Learning (CTL) approaches on students' mathematical communication ability. However, these studies show inconsistent results. This study aims to analyze the effect of implementing the RME learning approach, the effect of implementing the CTL approach, and the difference in the effect of implementing the RME learning approach compared to the CTL approach on students' mathematical communication ability. This research used a quantitative approach with a meta-analysis method. The search for research articles with publication years from 2012 to 2022 was carried out using several databases, namely DOAJ, ERIC, Google Scholar, IOP Publishing, Garuda Portal, Semantic Scholar, and national journals link. Using the PRISMA protocol, the authors obtained 15 research articles on RME and 14 research articles on CTL that met the inclusion criteria and could be used in this study. The results of this study showed that the implementation of the RME learning approach has a moderate influence (g = 0,820) on students' mathematical communication ability, and the implementation of the CTL approach has a strong influence (g = 1,017) on students' mathematical communication ability. There is no significant difference between the effect of the RME learning approach's implementation and the CTL approach's effect on students' mathematical communication ability (Q_value = 2,329, p_value = 0,127). Therefore, the RME and CTL learning approaches can be used as learning alternatives that aim to enhance students' mathematical communication ability.

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