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 374 Documents
 28   29   30   31   32 
How relevance of philosophy, science and philosophy science through the study of mathematical logic? Farida, Farida; Rotama, Andra; Dharmawan, Dharmawan; Pahrudin, Agus
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.v15i1.22268

Abstract

Background: Philosophy, science, and the philosophy of science serve as interconnected systems of expression that can be utilized as benchmarks and standards of truth across various fields. Through the study of mathematical logic, the complexity of thought will contribute to analyzing a strong epistemological and methodological foundation for modern science, while also reinforcing the philosophical underpinnings of science in understanding nature and scientific processes.Aim: This research aims to provide information and descriptions about the relevance of philosophy, science and philosophy of science through the study of mathematical logic.Method: The writing of this work is included in qualitative research using the literature review method.Result: Mathematical logic is a very important element in life as the source of all actions that print the history of everyone's life wherever and whenever, so this also means that mathematical logic has important relevance in efforts to explain things in terms of philosophy and science. and philosophy of science.Conclusion: The relevance of philosophy, science, and the philosophy of science lies in their interconnected relationships, all driven by the common goal of seeking truth. A deeper understanding of this relationship can fortify the philosophical foundations in comprehending scientific truth and processes. Through the study of mathematical logic, this understanding offers valuable contributions to education and the advancement of knowledge.
Mathematics e-comic in cultural context to improve student motivation and learning outcomes Farhan, Dani; Ikhsan, M; Elizar, Elizar
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.v15i2.22327

Abstract

Introduction: Learning media is a key factor that influences student motivation and learning outcomes. The learning media used should be relevant to students' daily lives, including cultural aspects. One example is the use of digital comics (e-comics) in mathematics, particularly in a cultural context, for teaching material on Systems of Linear Equations in Two Variables (SLETV).Aim: This study aimed to determine the characteristics of mathematical e-comics in a cultural context that are valid, practical, and effective in increasing motivation and learning outcomes among junior high school students.Method: The research used a development method based on the Plomp model, which consists of an initial investigation, design, and assessment stage. The subjects were class VIII students at an Islamic junior high school in West Aceh, Indonesia.Result: The validity scores for the content and media were 4.70 and 4.64, respectively, showing a very high level of validity. Practicality was measured by teacher responses (4.43) and implementation levels (4.21), both indicating very feasible use. The effectiveness was assessed through a Learning Outcomes Test (LOT), student responses, and motivation questionnaires. LOT results showed 82.05% of students achieved the Minimum Mastery Criteria (KKM), 80.19% of students gave positive responses, and motivation scores reached 83.86%, indicating very good levels.Conclusion: This research developed a culturally relevant mathematical e-comic for SLETV material, which was found to be valid, practical, and effective in enhancing student motivation and learning outcomes in junior high school. The results suggest that incorporating cultural contexts in digital learning media can positively impact student engagement and achievement.
Study of effect of argument driven inquiry model and mathematical literacy on student mathematical communication Ambarwati, Riyama; Supriadi, Nanang; Noviana, Dewi; Putra, Rizki Wahyu Yunian; Mujib, Mujib; Andriani, Siska
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.v15i1.22333

Abstract

Background: Mathematical communication skills are an important aspect of mathematics learning that allows students to explore and consolidate their mathematical thinking clearly and precisely.Aim: This study aims to analyze the effect of Argument Driven Inquiry learning model and Mathematical Literacy on students' mathematical communication skills.Method: This research is a quantitative study that examines the mathematical communication skills of students by applying the argument driven inquiry learning model and mathematical literacy. The subjects of this study consisted of 30 students learning using the Argument Driven Inquiry model and 30 students using the conventional model. Data were collected through tests and analyzed using One-way Ancova.Results: The findings showed a significant effect of using Argument Driven Inquiry and Mathematical Literacy learning model on students' mathematical communication skills compared to using Conventional learning model. The experimental class obtained higher scores than the control class. Learners were able to organize mathematical arguments more systematically, formulate relevant questions, and convey mathematical thinking more clearly.Conclusion: Argument Driven Inquiry model and mathematical literacy together can affect the mathematical communication skills of students. These results have important implications in the development of mathematics curriculum that pays attention to communication aspects in mathematics learning.
Inquiry-based student worksheets to support numeracy skills Bhoke, Wilibaldus
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.v15i1.22346

Abstract

Background: This study was motivated by the difficulties students face in understanding the concepts taught in the topics of Integers and Decimals.Aim: The research aimed to determine the impact on students' numeracy skills after utilizing Student Worksheets (SW) with an Inquiry-Based Learning Model in Grade V at SDI Lengkosambi.Method: A quasi-experimental design with pre-test and post-test was employed. Data were collected through numeracy tests conducted before and after the implementation of the SW.Results: The findings revealed a significant improvement in students' numeracy skills. The average numeracy score increased from 60% before using the SW to 80% after its implementation. Additionally, the numeracy test scores showed an increase from 42% in the initial AKM Numeracy test to 50% in the final AKM Numeracy test.Conclusion: The use of SW with an Inquiry-Based Learning Model effectively enhanced students' numeracy skills. This improvement indicates that students became more enthusiastic about learning and were better able to solve numeracy-related problems.
Development of guided discovery-based mathematics learning tools to enhance problem-solving skills in high school students Putri, Wina Friliza; Musdi, Edwin
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.v15i2.22375

Abstract

Background: Many students struggle with solving mathematical problems, which prevents them from achieving learning goals. To address this issue, this study develops learning tools designed to improve these skills.Aim: The goal of this study is to create guided discovery-based mathematics learning tools that are valid, practical, and effective in enhancing students' problem-solving abilities.Method: This study uses the Plomp development model, which includes three main stages: the initial investigation, development, and evaluation phases. The focus of this research is on the development of modules and student worksheets (LKPD).Results: The validity of the products was assessed by experts in terms of content, language, and presentation, all of whom found the products to be valid and ready for use. The practicality of the tools was confirmed through feedback from both students and teachers, showing that they are very practical. The effectiveness of the tools in improving problem-solving skills was high, with an effectiveness score of 0.749.Discussion: The results indicate that the developed mathematics learning tools are valid, practical, and effective. Therefore, they can be used in the classroom without requiring significant changes.
Role of visual abilities in mathematics learning: An analysis of conceptual representation Rif'at, Mohamad; Sudiansyah, Sudiansyah; Imama, Khoirunnisa
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.v15i1.22406

Abstract

Background: In mathematics education, the understanding of concepts is often influenced by students' visual abilities, making conceptual representation crucial in facilitating comprehension of the material.Aim: This study aims to analyze the role of visual abilities in facilitating the understanding of mathematical concepts through conceptual representation.Method: This research combines quantitative analysis with the use of attribute control diagrams to evaluate data obtained from tasks designed to test students' visual abilities in a mathematical context. These tasks include the manipulation of visual representations and problem-solving using geometric concepts.Results: The findings indicate that 80% of the sample possessed visual abilities that did not meet the expected index, showing a wide variation in students' visual representation abilities. Additionally, most students (70%) were more likely to choose familiar geometric representations in problem-solving, despite difficulties in manipulating more complex concepts.Conclusion: This study demonstrates that students often struggle to effectively utilize visual representations, preferring algebraic approaches that do not fully exploit the potential of conceptual representation. The findings suggest that an increased focus on developing visual abilities, especially in conceptual representation, could strengthen mathematical understanding. Further research is needed to develop intervention strategies that can help students overcome gaps in their visual abilities.
Effectiveness of problem-based learning models assisted with ethno-fun on learning outcomes reviewed from students' computational thinking Pertiwi, Hernin Diah Permata; Maharani, Swasti; Darmadi, Darmadi
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): 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.v16i1.22421

Abstract

Purpose: This study aims to evaluate the effectiveness of the Ethnofun-assisted Problem-Based Learning (PBL) model in enhancing student learning outcomes, particularly when viewed through the lens of students’ computational thinking skills. Method: A quantitative research approach was employed using a quasi-experimental design with a Non-Equivalent Groups Factorial Design. The participants consisted of two classes: the experimental group received PBL integrated with Ethnofun, while the control group was taught using the conventional PBL model. Data were analyzed using two-way ANOVA to assess the effect of the learning model and students' computational thinking levels. Findings: The results showed that students who engaged with the Ethnofun-assisted PBL model achieved better learning outcomes compared to those in the conventional PBL class. Additionally, students with higher computational thinking skills demonstrated superior academic performance. However, no significant interaction was found between the learning model and students’ computational thinking levels, indicating that the benefits of the Ethnofun integration were consistent across all categories of computational thinking. Significance: These findings highlight the pedagogical potential of incorporating culturally contextualized media into inquiry-based instruction. Ethnofun not only enriches the learning experience but also supports the development of essential thinking skills, making it a promising tool for fostering deeper understanding and engagement in mathematics education.
Creating a diagnostic test to assess conceptual understanding of fraction operations Juwita, Dia Prima; T, Ahmad Yani; Yundari, Yundari
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.v15i2.22680

Abstract

Background: Fraction operations are fundamental in mathematics education, yet many students face challenges in mastering these concepts. Effective assessment tools are crucial for identifying areas of difficulty and guiding instructional improvements.Aim: This study aims to develop a diagnostic test to accurately measure the conceptual understanding of fraction operations among students in the Elementary School Teacher Education Program (PGSD) at STKIP Melawi.Method: Utilizing a research and development approach with mixed methods, this study follows Ebel's Model of Test Development. The process includes item selection, validation, and reliability testing, involving both qualitative and quantitative analyses.Results: The developed diagnostic test demonstrated strong validity and reliability metrics. Analysis revealed that students commonly struggle with both the conceptual and procedural aspects of fraction operations. Frequent errors were noted in the interpretation and execution of solution steps. No student achieved the highest possible score, indicating significant gaps in understanding. The N-Gain analysis showed an average score of 0.5610, suggesting medium to high effectiveness in identifying learning challenges, with individual scores ranging from 0.32 to 0.93.Conclusion: The diagnostic test developed in this study provides a robust tool for assessing the conceptual understanding of fraction operations. It highlights specific areas where students encounter difficulties, offering valuable insights for targeted instructional strategies. Integrating this diagnostic test into the curriculum can enhance the ability to diagnose and address learning obstacles, ultimately improving mathematics education outcomes.
RME model based on ethnomathematics “prol tape” typical of Jember in improving fraction concept understanding of madrasah ibtidaiyah students Sufraini, Sufraini; Dewanti, Sintha Sih; Anriani, Titi; Budi, Tegar Setia; Isnaini, Safira Wahyu
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.v15i2.22790

Abstract

Background: This research stems from the problem of learning mathematics, which is still considered scary and difficult. Less varied learning methods make this learning boring for students. Through the development of this Realistic Mathematics Education (RME) learning model based on Jember's typical prol tape ethnomathematics, students enjoy learning more.Aim: This research aims to develop an RME learning model based on ethnomathematics "prol tape" typical of Jember City in improving the understanding of the concept of fractions of Madrasah Ibtidaiyah (MI) students.Method: This research is a kind of R&D (Research and Development) development research, using the 4-D development model (four D models) developed by Thiagarajan. This research was conducted at MI Ar-Roudhoh in the even semester of the academic year 2023/2024, with the research subjects being grade 2 teachers and grade 2 students. Data collection techniques through interviews, observations, and documentation.Result: The results showed that the percentage of students' learning completeness, namely 86.36%, met the criteria so that the developed products were effective for use. The obtained average N-gain value of 0.77 is in the high category, indicating that the application of the ethnomathematics based RME learning model can improve students' concept understanding ability on fraction material. Students' responses also showed a positive response, besides knowing the story, this media can make it easier for them to learn fraction material.Conclusion: This research can provide insight into how an RME learning model can be developed by integrating mathematics with local culture. The conclusions drawn here contribute to a broader understanding of the RME learning model in mathematics learning, providing a new perspective by innovating learning strategies used in educational practice.
Impact of self-evaluation strategy on mathematical achievement: An empirical study among undergraduate mathematics education students Oguguo, Basil Chinecherem; Ugorji, Clifford O.; Ohwoavworhua, Loveth
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.v15i2.22868

Abstract

Background: Given Nigerian students’ poor achievement in mathematics performance over the years, researchers are exploring how a self-evaluation learning strategy can improve this situation. This strategy empowers students to assess their own understanding of learning materials in the subject, apply concepts effectively, and accurately complete tasks.Aim: The author examined the impact of self-evaluation strategy on mathematical achievement among undergraduate mathematics education students in Nigeria.Method: The researcher adopted Correlational survey research design. Participants (N = 357) were 3rd year undergraduate mathematics students at a public University in Nigeria. Data was collected using two researcher-developed instruments: Students’ Self-evaluation Learning Strategy Questionnaire (SSLSQ) and Students Mathematics Academic Achievement Proforma (SMAAP). The internal consistency reliability index obtained using Cronbach Alpha was 0.77. Data collected were analyzed using simple linear regression analyses through SPSS version 26.0 as well as regression analysis through Process model 1 procedure IBM SPSS version 4.00.Result: Findings from the study revealed that self-evaluation learning strategy positively impacted students' achievement in Mathematics. Specifically, 22% of the variation in students’ achievement in Mathematics is attributed to self-evaluation learning. The stdy also revealed a significant difference in the mean achievement score of mathematics students taught in public universities who used self-evaluation compared to those who did not.Conclusion: Students should be encouraged by Mathematics teachers to adopt Self-evaluation strategy when assessing their learning outcomes to enhance their learning of the subject. 

Page 30 of 38 | Total Record : 374

 28   29   30   31   32 

Filter by Year

2015 2025


Reset
Filter By Issues
All Issue 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