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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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Ethnomathematics of Pananrang in learning mathematics: Determining auspicious days in the buginese traditional farming system Pathuddin, Hikmawati; Kamariah, Kamariah
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.v15i1.21166

Abstract

Background: Mathematics is closely related to daily human activities due to its evolution alongside cultural advancements. However, the subject is considered complex and distant from students' daily experiences. This results in a disconnect between mathematics education and real-life applications. Culture-based learning through ethnomathematics could bridge this gap and make mathematics learning more enjoyable.Aim: This study aimed to explore the use of mathematical concepts in determining auspicious days for farming activities in the Buginese community.Method: This study used a qualitative ethnographic approach.Data were collected through interviews with Pananrang experts to understand the process. Data analysis techniques are carried out through reduction, display, and conclusion. Data validity was ensured through time triangulation by verifying the information obtained from informants over multiple interviews.Results: The results showed that the Buginese people utilized mathematical concepts such as addition, division, and modulo arithmetic in determining favorable days for agriculture.Conclusion: This study found that Pananrang is the Buginese community’s local wisdom used as a reference in the traditional agricultural system. Additionally, the results served as a valuable reference for contextual mathematics learning. 
Analyze of students’ mathematical disposition and learning independence through blended learning: A study in West Sumatra, Indonesia Yulia, Yulia; Kustati, Martin; Afriadi, Juli
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.v15i1.21209

Abstract

Background: In recent years, there has been a growing emphasis on fostering students' mathematical disposition and promoting learning independence in mathematics education.Aim: This study aims to determine the relationship between mathematical disposition and learning independence of Mathematics Education students in West Sumatra.Method: This research employs a descriptive correlational design utilizing a survey method. The population consists of all Mathematics Education students enrolled in the academic year 2022, with a sample size of 291 students selected through purposive sampling. Data analysis techniques include simple linear regression analysis and Pearson correlation.Results: The regression analysis revealed a positive influence of mathematical dispositions (X) on learning independence (Y) with a regression coefficient (b) of 2.15 and a significance level of 0.067. The correlation coefficient (r) was found to be 0.73, indicating a strong linear relationship between X and Y.Conclusion: The study concludes that there is a positive relationship between mathematical disposition and the learning independence of Mathematics Education students in West Sumatra. Higher levels of mathematical disposition are associated with greater learning independence.
Training Egyptian undergraduate mathematics students to implement REACT strategies: An approach to strengthen their conceptual and procedural knowledge of rational numbers and capability to create contextual situations Elbehary, Samah Gamal Ahmed
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.v15i1.21420

Abstract

Background: The quality of instruction significantly influences students' understanding of school mathematics, highlighting the importance of initial teacher education. Concerns about how to enhance prospective teachers' pedagogical skills remain significant. This study addresses the scarcity of national investigations on employing REACT strategies in preparing pre-service mathematics teachers.Aim: This study aims to strengthen the conceptual and procedural knowledge of rational numbers among undergraduate mathematics students and develop their abilities to create contextual situations that align with the five interpretations of rational numbers: part-whole, operator, quotient, ratio, and measure.Method: An embedded design was employed, selecting a convenient sample of thirty undergraduates from the mathematics teacher preparation program at the Faculty of Education, Tanta University in Egypt, during the academic year 2022-2023. Data collection involved administering a test to assess participants' conceptual and procedural knowledge and a survey to explore their capabilities in creating contextual situations. The data were analyzed using descriptive and inferential statistics, coupled with qualitative analysis of participants' answers.Results: The adapted training significantly enhanced participants' knowledge of rational numbers, evidenced by a large effect size (Cohen’s d = 2.71). Furthermore, participants' ability to generate contextual scenarios improved, demonstrated by the diversity of contexts and the inclusion of all interpretations of rational numbers in their scenarios.Conclusion: The study demonstrates the effectiveness of REACT strategies in improving prospective mathematics teachers' knowledge and skills. Future research should evaluate the quality of contextual scenarios proposed by prospective teachers across various domains of mathematics.
How does an augmented reality-based pocket book enhance students' critical thinking skills? Pratiwi, Hanum; Nugraheni, Nursiwi
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.v15i1.21650

Abstract

Background: Students' low critical thinking skills negatively impact their mathematics learning outcomes. One contributing factor is the insufficient optimization of instructional media.Aim: This study aims to design instructional media, assess its feasibility and practicality, and evaluate the effectiveness of an augmented reality-based pocket book in enhancing the critical thinking skills of fifth-grade students at SDN 01 Bligorejo Doro Pekalongan.Method: The study adopts the Borg & Gall development model and employs a pre-experimental design with a one-group pretest-posttest approach. Data collection techniques include observation, interviews, questionnaires, tests, and documentation. Initial data analysis involves normality tests, while final data analysis uses mean difference tests and N-Gain tests.Results: The findings reveal an improvement in students' critical thinking skills, as indicated by the increase in average test scores from 51.5 to 76.6. The N-Gain analysis result of 0.5052, classified as moderate, provides evidence that the augmented reality-based pocket book is effective in enhancing students' critical thinking skills.Conclusion: The augmented reality-based pocket book proves to be an effective tool for improving students' critical thinking skills, as demonstrated by the significant increase in average test scores and N-Gain values.
Problem-based learning innovation through realism and culture: Impact on mathematical problem solving and self-efficacy in primary school students Rahman, Arief Aulia; Mushlihuddin, Rahmat; 'Afifah, Nur; Refugio, Craig N; Zulnaidi, Hutkemri
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.v15i1.21932

Abstract

Background: Elementary school students in Aceh Tamiang often struggle with problem-solving which negatively impacts their confidence. To address this issue, a new teaching approach called PBL-Reathnomath was developed, combining problem-based learning with real-world math examples and cultural references.Aim: This study aimed to determine the effectiveness of the PBL-Reathnomath model at improving students' problem-solving skills and self-efficacy.Method: A study was conducted involving randomly selecting participants and dividing them into two groups. One group learned using the new PBL-Reathnomath model while the other group learned using traditional methods. Data were collected through tests and surveys and the results were analyzed using statistical methods.Results: The findings showed that the PBL-Reathnomath model significantly improved both the problem-solving abilities and self-efficacy of the students. The group that used this new model performed better on average than the group that used traditional methods. Further analysis confirmed that the PBL-Reathnomath model simultaneously affected problem-solving and self-efficacy, explaining a substantial portion of the variation in these outcomes.Conclusion: While the effect size was smaller compared to conventional learning, the study concluded that PBL-Reathnomath is a valuable and specialized approach for improving problem-solving skills and boosting self-confidence among elementary school students.
Problem-based learning on trigonometry topic: Independent curriculum teaching module Wati, Linda; Yerizon, Yerizon
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.v15i1.21972

Abstract

Background: Students often struggle to understand trigonometry. In this context, problem-based learning emerges as an innovative approach that can enhance students' problem-solving abilities through contextual problem-solving. Therefore, the development of an independent curriculum teaching module based on PBL is necessary to improve the quality of learning.Aim: The aim of this research is to develop a valid independent curriculum teaching module based on problem-based learning for trigonometry topics.Method: This research employs the Plomp development model to create the trigonometry teaching module. The module was validated by five experts, consisting of three mathematics experts, one language expert, and one graphic design expert. Validation was conducted using a pre-tested validation sheet. The validation results were analyzed and averaged to determine their alignment with validity criteria.Result: Based on the validation results, it was found that the developed teaching module as a whole achieved an average score of 3.63, meeting the very valid criteria for each assessed aspect.Conclusion: The independent curriculum teaching module based on problem-based learning for trigonometry topics is valid for use in mathematics education. This research indicates that the module can enhance the quality of learning and students' mathematical problem-solving skills. Future studies are recommended to test the effectiveness of this module in a broader context and with students of varying ability levels.
Enhancing student learning motivation: Developing an integrated mathematics module with islamic values Hifzhi, Husnul; Asmar, Ali; Fauzan, Ahmad; Jamaan, Elita Zusti
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.v15i1.21980

Abstract

Background: The teaching of mathematics in Islamic schools has not yet succeeded in attracting and motivating students to learn. The lack of relevant context and meaningful values in the teaching materials can lead to low student motivation. Integrating Islamic values into mathematics learning modules is expected to provide more meaningful, relevant learning experiences and increase students' motivation to learn.Aim: This study aims to produce a mathematics module integrated with Islamic values to enhance students' learning motivation. The module is designed to meet the criteria of being valid, practical, and effective.Method: This research employs the Plomp development model, which consists of three stages: preliminary stage, development stage, and assessment stage. The developed module has been validated by experts in content, language, and media.Result: The implemented module meets the criteria of validity, practicality, and effectiveness. The module is valid with an average score of 88.9%, practical with an average score of 89.7%, and effective in improving students' mathematics learning outcomes, with 86.67% of students achieving mastery. The module also successfully increased students' learning motivation, with 84.50% of students showing improved motivation.Conclusion: Based on these results, it can be concluded that the mathematics module integrated with Islamic values is valid, practical, and effective.
A qualitative study on the impact of local wisdom-based discovery learning in teaching concept geometry Sayangan, Yohanes Vianey
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.v15i1.22143

Abstract

Background: Teaching geometric concepts in elementary schools often faces challenges because traditional methods do not activly engage students and fail to utilize local wisdom.Aim: This study aims to assess the impact of applying a local wisdom-based discovery learning model on the understanding of geometric shapes among fifth-grade students.Method: This research employs a descriptive analysis method with a qualitative approach. Data collection was conducted through various means, including observation, interviews, and document analysis. The informants consisted of the school principal, vice principal, teachers, parents, and retired school principals. Data analysis was carried out in a cyclical and interactive manner, involving data collection, data presentation, data reduction, and drawing verification conclusions.Results: The findings indicate that the Discovery Learning model, using local media, successfully stimulates student engagement and creativity, particularly in geometry learning.Conclusion: The use of an appropriate learning model accompanied by local media can be an effective choice in enhancing student involvement and active participation in the learning process. Integrating local wisdom into learning models can be an effective strategy for enhancing the quality of mathematics education in elementary schools. For future research, it is recommended that this study be expanded to include other schools with diverse demographic variations and to compare the impact of this model with other teaching methods.
Development of ethnofun to improve computational thinking of junior high school students grade VII Romandoni, Hendrisa Rizqie; Maharani, Swasti; Suprapto, Edy
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.v15i2.22204

Abstract

Background: There is a lack of ethnomathematics learning media for junior high school students on the subject of spatial geometry, hindering the development of their computational thinking skills.Aim: This study aims to develop learning media to enhance students' computational thinking by leveraging ethnomathematics principles.Method: The research employed the Research and Development (R&D) method using the AADIE model, focusing on designing and implementing ethnomathematics-based learning media.Result: The validation score of the developed media reached 86%, indicating a high level of validity, while the student response questionnaire yielded an 88.89% validation score. The practicality assessment of the ethnofun learning media also scored 86.25%.Conclusion: The results of the study indicate that ethnomathematics-based learning media have valid and practical criteria for use in improving computational thinking skills of junior high school students. High validity and practicality values indicate that the developed ethnofun media is a feasible tool to improve understanding of spatial geometry and foster students' computational thinking skills.
Mathematics achievement emotions: Global trend, emotional treatment, and directions for future research Juandi, Dadang; Suparman, Suparman
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.v15i2.22222

Abstract

Background: The development of studies related to achievement emotions in mathematics learning has been increasingly grown in two last decades. Achievement emotions is one of significant predictors for students’ mathematics achievement. Nevertheless, to date no publications have been found that particularly review studies regarding mathematics achievement emotions.Aim: Present study highlights global trend of studies in mathematics achievement emotion for future research and examines the effect of emotional treatment on achievement emotions in mathematics across treatment type, treatment duration, and emotional type.Method: A systematic review using bibliometric analysis and meta-analysis was applied to do this study in which 223 documents from Scopus database published in the period of 2004 – 2023 were used as the data. To analyze the data, this study was promoted by some software, such as PoP, VOSviewer, and CMA.Result: Results revealed that global trends of studies regarding mathematics achievement emotions describe that number of publications slightly increased while number of citations relatively fluctuated from 2004 to 2023. There were several main themes which emerged in two last decades related to mathematics achievement emotions, such as emotional type, emotional treatment, activities-and outcomes-related emotion, mathematics content, and factors-related emotion. Moreover, emotional treatments slightly increased students’ positive emotions and decreased students’ negative emotions.Conclusion: This implies that the stability of mathematics achievement emotions of students in doing mathematics activities has to be generated to promote students’ mathematics achievement in which a few of emotional treatments, such as psychological therapies and web-based learning can be applied to stabilize students’ mathematics achievement emotions.

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