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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 374 Documents
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Students’ mathematics and real life contexts in solving algebraic word problems Baidoo, Joseph; Ali, Clement Ayarebilla
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): 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.v14i2.19272

Abstract

Background: Algebra involves rules of operations, signs of operations, equations, and algebraic structures. Previous studies have indicated that students often struggle with mathematics in both academic and real-life contexts.Aim: The main objective of this study was to explore how students handle word problems in both mathematics and real-life contexts.Method: The study utilized a cross-sectional design to examine these issues in the developing world, specifically targeting junior high school students in Ghana. A total of 200 students, comprising 91 males and 109 females from various public Junior High Schools, were randomly sampled. The research categorized problems into mathematics context and real-life context, with analysis further divided into 'attempt statuses' (either 'attempted' or 'not attempted') and 'performance statuses' (either 'correct' or 'wrong'). Follow-up interviews, each lasting 15 minutes, were conducted with three groups of both male and female students.Results: The results from the independent samples t-test revealed that the mean score for male students (M =15.37, SD =3.435) was not significantly different from that of female students (M = 15.35, SD = 3.619). It was observed that male students attempted all word problems, while some problems were not attempted by female students.Conclusion: The study concluded that there is no statistically significant difference in the ability of male and female students to solve algebraic word problems. The lack of attempts by female students on some items suggests a potential lack of understanding in context problems. It is recommended that teachers employ multiple representations, technology tools, and metacognitive strategies to help bridge these gaps.
The portrait of prospective mathematics teachers in critical thinking through problems with contradictory information: A view from prior knowledge Wulan, Eka Resti; Rahayu, Dwi Shinta; El Milla, Yulia Izza; Araiku, Jeri
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): 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.v15i1.19317

Abstract

Background: The development of critical thinking skills in prospective mathematics teachers is essential for their future effectiveness in the classroom. Understanding how these individuals process and resolve problems that contain contradictory information provides insight into their critical thinking abilities. Previous research has highlighted the significant role of prior knowledge in problem-solving and critical thinking.Aim: This study aims to explore the critical thinking processes of prospective mathematics teachers when faced with problems that contain contradictory information. Specifically, it seeks to determine the influence of prior knowledge on their ability to navigate and resolve these complex problems.Methods:  The study employed a sequential explanatory design. Initially, quantitative data from prerequisite skill and critical thinking tests (specifically, problems with contradictory information) were collected from 68 participants. Simple regression analysis informed the selection of six participants (two each with high, medium, and low prerequisite abilities) for the subsequent qualitative phase. In-depth interviews and problem-solving tasks were conducted, prompting participants to articulate their thought processes. Data analysis focuses on identifying patterns and themes in their use of prior knowledge and critical thinking strategies.Results: The findings reveal that prior knowledge plays a pivotal role in how prospective mathematics teachers approach and resolve problems with contradictory information. Those with a strong foundation in mathematical concepts and problem-solving strategies are better equipped to identify inconsistencies and develop logical solutions. Conversely, participants with limited prior knowledge struggle to reconcile conflicting information and often resort to less effective problem-solving methods.Conclusion: This study underscores the importance of prior knowledge in the development of critical thinking skills among prospective mathematics teachers. Educator preparation programs should emphasize the cultivation of a robust knowledge base and provide opportunities for students to engage in complex problem-solving tasks. By doing so, future teachers will be better prepared to navigate the challenges of the classroom and foster critical thinking in their own students.
An ex post facto study of critical thinking skills in mathematics learning based on school geography Nurhikmayati, Iik; Priatna, Nanang; Dahlan, Jarnawi Afgani; Minasyan, Sona
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): 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.v15i1.19330

Abstract

Background: Educational disparities in Indonesia necessitate a comprehensive evaluation of students' critical thinking skills across various geographical regions, including highlands, border areas, and lowlands, to address potential educational shortcomings.Aim: The study aims to quantitatively assess and compare the mathematical critical thinking abilities of junior high school students across different geographical settings to inform educational strategies and interventions.Method: Employing a quantitative approach with an ex post facto causal comparative research design, the study utilized cluster sampling to select a representative sample of 82 students from highland, border, and lowland schools. Descriptive and inferential statistical analyses, including Kruskal-Wallis tests and post hoc examinations, were conducted to analyze the data.Result: Preliminary descriptive analysis indicated a general lack of critical thinking skills in mathematics among students in all areas. However, inferential statistical analysis revealed significant differences in the critical thinking abilities of students from the three geographical regions, with students in urban (lowland) areas displaying superior critical thinking rankings compared to their counterparts in border and rural (highland) areas.Conclusion: The findings underscore significant geographical disparities in mathematical critical thinking skills among Indonesian junior high school students. These disparities are likely influenced by factors such as unequal access to educational resources, teaching methodologies, student interest, and the socioeconomic and educational backgrounds of parents. Addressing these inequalities is crucial for enhancing the educational outcomes and critical thinking abilities of students across Indonesia.
High school students' modeling abilities in arithmetic sequences using body weight contexts Rosanti, Aprida; Aisyah, Nyimas; Darmawijoyo, Darmawijoyo; Lestari, Siti; Utami, Lintang Fitra
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): 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.v15i2.19372

Abstract

Background: Mathematical modeling is an important skill in mathematics education, helping students use math to solve real-world problems. Teaching and assessing this skill can be challenging, especially when students need to apply algebraic concepts in their models.Aim: This study aims to assess the ability of high school students to model mathematical problems related to weight changes using arithmetic sequences. The focus is on how well students can understand the problem, identify relevant mathematical concepts, apply these concepts, and explain their results.Method: The study involved 28 high school students who were given two open-ended modeling tasks. A qualitative descriptive approach was used to analyze how students performed in four key stages of mathematical modeling: understanding the problem, identifying mathematical concepts, applying mathematical procedures, and explaining the results.Results: The results showed that 79% of the students reached the minimum proficiency level in mathematical modeling. Students performed very well in understanding the problem (94.05%) and identifying relevant mathematical concepts (90.48%), but had more difficulty in applying these concepts, especially in algebraic calculations (71.43%). This suggests that more attention is needed in teaching algebra within modeling tasks.Conclusion: The study highlights the benefits of using real-world contexts to improve students' mathematical modeling skills. However, it also points out the need to strengthen students' understanding of algebra to help them apply mathematical concepts more effectively. Integrating more mathematical modeling into the curriculum could better prepare students to solve complex real-world problems.
How are the classification of students’ mathematical connections in solving non-routine problems? Kholid, Muhammad Noor; Dewi, Rosita
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): 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.v15i1.19633

Abstract

Background: Mathematics is not just a science for its own sake; it is a science that proves to be useful for most other sciences. Mathematical connections play a crucial role in helping students develop a deeper understanding and enhance their thinking about mathematics. These connections represent relationships between different mathematical ideas, between mathematics and other subjects, and between mathematics and everyday life.Aim: This study aims to classify students' mathematical connection abilities when solving non-routine mathematical problems.Method: This research employs a qualitative approach using descriptive and exploratory methods. The study involved 23 students who exhibited mathematical connection skills in problem-solving. Data collection methods included tests, observations, and interviews. The data analysis process consisted of two main stages: data reduction and data presentation. To ensure data validation, the triangulation method was used by comparing the results from the subject tests (answer sheets), observations, and interviews.Results: The findings of this study revealed three distinct classifications of students’ mathematical connections when solving non-routine problems: 1) Patterns; 2) Variables; and 3) ArgumentsConclusion: The implications of these findings suggest that teachers need to be aware of the different classifications of students' mathematical connections. This awareness will enable them to implement mathematics learning strategies that cater to the diverse mathematical connection classifications found in their classrooms. For instance, teachers can utilize different mathematics learning media tailored to students’ learning styles, such as mind, incubation, and visual learning. By doing so, students can better optimize their mathematical connections and achieve improved outcomes in their mathematics learning.
Drill & practice and modified Moore strategies: inference on students' mathematical deductive reasoning abilities Kodirun, Kodirun; Busnawir, Busnawir
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): 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.v15i1.20118

Abstract

Background: The effectiveness of learning strategies plays a pivotal role in enhancing the educational experience, engaging students, and ensuring comprehension of the subject matter.Aim: The primary objective of this research is to evaluate the comparative effectiveness of the modified moore method versus drill & practice strategies in facilitating student understanding and interest in logic and sets material.Method: Employing a quasi-experimental design, this investigation involved two groups of students enrolled in the 2022.1. Linear Algebra course, with 47 participants in one group and 52 in the other. Selection of participants was conducted purposively. Data collection was achieved through examinations and analyzed utilizing descriptive statistics along with the t-test.Result: Analysis revealed no significant difference in educational outcomes between students instructed using the modified moore method and those engaging with drill & practice. This lack of disparity was consistent across students with varying levels of proficiency in Logic and Sets, with the exception of the intermediate group. Within this specific cohort, individuals receiving instruction via drill & practice outperformed their counterparts experiencing the modified moore method.Conclusion: For students of intermediate skill levels, the drill & practice strategy proves to be more advantageous. The findings suggest that while both methods offer comparable benefits for students at different proficiency levels, the drill & practice approach may be more effective for enhancing the learning experience of those with moderate abilities in logic and sets.
Diagnosis of Basic Mathematics Learning Difficulties for Students from Science, Social Studies, and Vocational High School Backgrounds Netriwati, Netriwati; Mulya, Neni
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.v12i1.20800

Abstract

This research aims to explore the specific learning challenges encountered by students in the Mathematics Education Program at UIN Raden Intan Lampung, especially those with educational backgrounds in Science, Social Studies, and Vocational Studies, in the context of mathematics learning. Adopting a qualitative approach, this study employed purposive and Snowball Sampling techniques. It focused on students from classes A and B in the Mathematics Education Program. The findings reveal that students with a Science background tend to struggle with concept comprehension and the application of mathematical problem-solving techniques. Furthermore, a significant factor contributing to learning difficulties, observed in students from Science, Social Studies, and Vocational backgrounds, is a lack of interest in learning. The study concludes that the learning challenges faced by Mathematics Education students are not solely attributable to their educational backgrounds (Science, Social Studies, or Vocational). Instead, a predominant factor is their low level of interest in learning. This suggests the need for diverse learning strategies to enhance interest and understanding of mathematical concepts among students.
A learnability study on Wordwall.net: Online educational tool for mathematics learning Yanuarto, Wanda Nugroho; Setyaningsih, Eka
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): 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.v15i1.20806

Abstract

Background: Schools were compelled to switch to distance learning due to community quarantine measures and lockdowns imposed during the global health crisis. In this context, Wordwall.net emerged as a valuable platform, enabling users to independently create interactive games, thereby supporting the remote learning process.Aim: The purpose of this study is to demonstrate how online teaching tools such as Wordwall.net can help teachers enable interactive learning when used correctly.Method: This study employs a cross-sectional analysis to evaluate the effectiveness, efficiency, and user satisfaction of utilizing Wordwall.net as a learning medium for Basic Integration material. This approach encompasses both classroom and online learning, with a particular focus on trigonometry as the final topic mandated by the curriculum. A total of 268 randomly selected volunteer students participated in this research.Result: Using Wordwall.net as a teaching resource for fundamental integration meets the needs of all students, regardless of their background. Furthermore, the findings provide insight into the instructional material's usability in terms of efficiency, efficacy, and satisfaction.Conclusion: Wordwall.net was effective in teaching the essential integration lesson. Therefore Wordwall.net allows teachers to create interactive games and printed classroom resources.
Quality management of mathematics learning in realizing professional teachers in madrasah Hidayah, Nurul; Mustofa, Nuryadin Ali; Harjati, Purwiro; Pahrudin, Agus
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): 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.v15i2.20891

Abstract

Background: The quality of education is a crucial indicator of a teacher's professionalism, especially in complex subjects like mathematics. Improving the quality of mathematics education requires structured initiatives aimed at developing teacher professionalism through effective changes.Aim: This study aims to analyze and identify quality management practices in mathematics education and how these practices contribute to the development of teacher professionalism in madrasah.Method: This research employs a qualitative descriptive approach. The objects of the study include quality management in education, mathematics learning, and professional teachers, while the subjects are mathematics teachers teaching in madrasas. Data were collected through observation and interviews. Data analysis was conducted which involves data reduction, data presentation, data display, and conclusion.Results: The research findings indicate that during the planning stage, teachers design lessons by considering the existing curriculum, lesson plans (RPP), and innovative teaching methods and media, adapting to technological and communication advancements. Teachers are selected based on their educational qualifications and mathematical skills. Organization involves preparing teachers to manage learning activities, including providing assistance to students in need. Leadership training and development are also provided to enhance classroom management. The implementation of learning consists of introductory, core, and closing stages, focusing on developing teachers' creativity and work ethic. Evaluation is conducted after the learning process to identify and address deficiencies in mathematics teaching and assessment.Conclusion: The quality of mathematics education in fostering professional teachers in madrasas is based on management functions, namely planning, organizing, implementing, and evaluating.
How students' obstacle in solving mathematical tasks deal with linear equation in one variabel Wicaksono, Agung; Prabawanto, Sufyani; Suryadi, Didi
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): 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.v15i1.21137

Abstract

Background: Algebra is one of the most important topics in school mathematics. However, the facts in the field found that there were still many errors made by students in solving problems on linear equations in one variable.Aim: This research aims to describe and analyze students' learning obstacles in one-variable linear equation material.Method: This research used a qualitative research approach with a phenomenological design. This research used a purposive sampling technique, the research subjects were 28 class VIII students of Junior High School in Palu City. Data collection was carried out by triangulating data through description tests, in-depth interviews, and documentation studies.Result: Learning obstacles found in the one-variable linear equation material are categorized into 3 types, namely ontogenic obstacles, epistemological obstacles, and didactical obstacles. ontogenic obstacles are found because there is a leap in students' thinking from an arithmetic mindset to an algebraic mindset. Epistemological obstacles are found due to limited context for students which causes errors in working on questions. Some epistemological obstacles are the concept of linear equations, algebraic operations, and applications to equations. The didactical obstacle was found because the teacher's teaching was procedural so the formation of the concept of one-variable linear equations and inequalities in students did not go well.Conclusion: The importance of initial strengthening is related to students' understanding of coefficients, variables, and constants, providing strengthening of the arithmetic thinking process to algebraic thinking, as well as techniques and methods in delivering material and the teaching materials used.

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