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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.
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Articles 374 Documents
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The effect of logical-mathematical intelligence on mathematics learning and moderator analysis: A meta-analysis Onesimus Laia, Harun; Martadiputra, Bambang Avip Priatna; Dahlan, Jarnawi Afgani
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.v16i1.25539

Abstract

Purpose: This study explores the contribution of logical-mathematical intelligence to students' mathematics learning and investigates whether certain contextual factors act as moderators of this relationship. Method: A meta-analysis was conducted by synthesizing findings from empirical studies published between 2014 and 2024. The research followed a systematic review protocol using the PRISMA method, selecting only quantitative studies that focused on the relationship between logical-mathematical intelligence and variables in mathematics education. Data from eligible studies were analyzed using meta-analytic software to estimate effect sizes and assess the influence of various moderator variables, including educational level, sample size, year of publication, and geographical context. Findings: The results demonstrate a strong and consistent relationship between logical-mathematical intelligence and mathematics learning. Students with higher levels of this intelligence tend to perform better in understanding concepts, solving problems, and achieving learning goals in mathematics. While the influence of this intelligence appears stable across different educational levels and locations, notable variations were found based on the sample sizes of the included studies. Significance: The findings emphasize the essential role of logical-mathematical intelligence in mathematics education. Educators are encouraged to integrate teaching strategies that nurture this intelligence through problem-based learning, logical reasoning activities, and concept visualization tools. This study also calls for future research to explore additional moderating factors, such as gender or teaching style, to gain a more nuanced understanding of how this form of intelligence interacts with diverse learning environments.
Enhancing students' conceptual understanding of trigonometric functions through geogebra-based learning Juandi, Juandi; Sugiatno, Sugiatno; Noviani, Evi
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.v16i1.25653

Abstract

Purpose: This study explores how students construct basic trigonometric function definitions using GeoGebra, examines their engagement, and identifies the challenges they face. The research follows a constructivist approach, emphasizing active learning through technology to improve students’ understanding of mathematical concepts.Method: A pedagogical action research method was used, involving four stages: observation, planning, action, and reflection. The study was conducted with 31 Grade X science students from SMA Negeri 1 Sungai Kakap, selected through purposive sampling. Data were collected through observations, questionnaires, and interviews to assess the effectiveness of the GeoGebra-based learning approach.Findings: The results show that students successfully built definitions of basic trigonometric functions, achieving an average score of 95.24 percent, classified as "Very Good." Additionally, students responded positively to GeoGebra-based learning, with an average satisfaction score of 83.68 percent. However, some students faced technical difficulties, such as unstable internet connections and challenges in navigating the Geogebra application. Despite these issues, the approach proved effective in supporting interactive and engaging learning.Significance: This study highlights the benefits of using GeoGebra to enhance students’ understanding of trigonometric concepts through a constructivist learning approach. The findings suggest that improving infrastructure, providing training in technology use, and offering active teacher support can help maximize the impact of technology in mathematics education. These insights contribute to the ongoing development of digital learning strategies in secondary school mathematics.
Cognitive structure of students through socratic questioning in algebra Bimantara, Abdul Rauf; Sugiatno, Sugiatno; Kusumastuti, Nilamsari
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.v16i1.25657

Abstract

Purpose: This study investigates the impact of Socratic questioning on students' cognitive structures in learning quadratic equations. By examining different levels of cognitive engagement, this research aims to explore how structured questioning can enhance students' mathematical reasoning and problem-solving abilities.Method: A descriptive-exploratory approach was applied, involving 12th-grade students as participants. Data collection consisted of written tests and semi-structured interviews, which were designed to assess students’ cognitive development across Bloom’s taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. The students' responses were analyzed to determine patterns in their cognitive engagement.Findings: The results indicate strong performance in lower-order thinking skills, with high scores in remembering (100 percent), understanding (91.66 percent), and applying (86 percent). However, challenges remain in higher-order thinking skills, particularly in analyzing (75 percent), evaluating (80 percent), and creating (72 percent). The study reveals that Socratic questioning effectively strengthens foundational knowledge, comprehension, and application skills, but additional support is required to improve students' abilities in higher-order cognitive processes.Significance: These findings highlight the potential of Socratic questioning as an instructional strategy that fosters deeper learning in mathematics. The study recommends incorporating reflective exercises, targeted mentoring, and extended practice to further enhance students’ cognitive development. By addressing gaps in higher-order thinking, this research contributes to the development of more effective student-centered teaching approaches, aligning with the evolving demands of 21st-century education.
Characteristics of students in developing reflective thinking in basic algebra Nursupiamin, Nursupiamin; Ramlah, Ufiyah; Putri, Hestina
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.v16i1.25743

Abstract

Purpose: Low reflective thinking skills are often linked to learning approaches that do not foster critical and reflective abilities. This study aims to examine the contribution of student characteristics, based on the Big Five personality traits, to the development of reflective thinking skills in basic algebra.Method: A mixed-methods approach with a sequential explanatory design was employed, integrating quantitative and qualitative data. The quantitative phase involved administering questionnaires and tests to 229 students in Palu, Indonesia was selected through stratified random sampling. The research variables included student characteristics (measured using the Big Five scale) and reflective thinking skills in basic algebra. Data were analyzed using SPSS, including validity and reliability tests, descriptive statistics, classical assumption tests, and linear regression. The qualitative phase involved interviews, with data validity ensured through triangulation and member checking.Findings: The results indicate that student personality characteristics contribute 17.9 percent to reflective thinking skills in basic algebra. Specifically, extroversion contributed 3.4 percent, agreeableness 7.5 percent, conscientiousness 9.2 percent, neuroticism 12.9 percent, and openness to experience 4.8 percent. Among these, conscientiousness and neuroticism were the dominant influencing factors. However, further analysis revealed that openness to experience and conscientiousness significantly enhance reflective thinking, while neuroticism does not have a significant impact. Openness to experience supports creativity and critical thinking, whereas conscientiousness is linked to discipline and structured learning, both of which encourage reflection.Significance: These findings highlight the importance of considering individual personality traits when designing learning strategies to foster reflective thinking skills. By integrating personality-based approaches, educators can create more effective learning environments that enhance students’ ability to think reflectively in mathematics.
Development of integrated animation videos based on TPACK for improving mathematics learning outcomes Suharmanto, Fajar; Hadi, Muhamad Sofian; Imawati, Sri
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.v16i1.25812

Abstract

Purpose: Indonesia has entered the fourth industrial revolution, marked by significant advances in computer technology and educational systems. The National Education System aims to create superior human resources by integrating advanced technological tools. This study aims to: 1) develop effective animated video media tailored for elementary school students; 2) evaluate the feasibility of the developed animated video media; and 3) analyze students' responses to the animated video learning media.Method: This research employed the Research and Development methodology, following the Dick and Carey instructional design model to systematically design, develop, and validate the instructional media. Data were collected through surveys, expert validation, and trials.Findings: The study revealed that integrating TPACK (Technological, Pedagogical, Content and Knowledge) into animated instructional videos effectively improves students' understanding of data processing concepts. Validation results showed high feasibility scores: 91% from material experts, 90% from media experts, and 95% from language experts. Field trials demonstrated a significant improvement in students' learning outcomes, with an average score increase of 15.2% from pre-test to post-test. Additionally, the videos successfully captured students’ interest and facilitated independent learning.Significance: This research contributes to the development of innovative, technology-integrated instructional media tailored to the needs of elementary students. The animated videos, compatible with various devices, address diverse learning styles and foster engagement. By merging content, pedagogy, and technology, this study supports the advancement of educational practices in the digital era and highlights the potential of TPACK-based media to enhance learning outcomes.
Concept understanding ability: Error analysis of Madrasah Aliyah students in solving problems based on Kastolan stages Gunawan, Sanie Rachma Setia; Dahlan, Jarnawi Afgani; Darhim, Darhim
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.v16i1.25855

Abstract

Purpose: This study aims to analyze the types of errors made by Madrasah Aliyah (MA) students in solving problems related to concept understanding in statistics, based on Kastolan’s stages.Method: A qualitative approach using a phenomenological method was employed to deeply explore students' error patterns. Data were collected through concept understanding tests, documentation, and interviews, involving 12 grade 12 students selected by purposive sampling. The analysis followed the Miles and Huberman model.Findings: The results revealed that students with high, moderate, and low concept understanding abilities all made errors categorized into conceptual, procedural, and technical errors. Conceptual and procedural errors stemmed from limited understanding of statistical concepts such as mode, median, and mean. Technical errors were caused by lack of accuracy, insufficient exposure to varied problem types, and low student independence in learning.Significance: This study highlights the importance of reinforcing basic statistical concepts in teaching and suggests that varied and non-routine problem exercises are essential to reduce students’ errors and enhance conceptual understanding.
Impact of a constructivist approach on students' mathematical communication ability: A quasi-experimental study Putri, Syilvi Jania; Jamaan, Elita Zusti
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.v16i1.26137

Abstract

Purpose: Mathematics is a compulsory subject in education due to its extensive application in daily life. However, in reality, many students still face difficulties in understanding and learning mathematics. One of the key competencies in mathematics education that students need to master is mathematical communication skills. This study aims to analyze the effect of applying the constructivism approach on the mathematical communication skills of grade VIII students at SMP Negeri 1 Bayang Utara. Method: This study uses a quasi-experimental method with a randomized control group only design. The population in this study is all grade VIII students, and the sampling technique is carried out by saturated samples. The sample consisted of two classes, namely an experimental class that used a constructivist approach and a control class that used conventional learning methods. The research instrument is in the form of an essay test that measures students' mathematical communication skills. Findings: The results showed that the average mathematical communication ability of students in the experimental class (81.67) was higher than that of the control class (71.64). Statistical tests with t-tests showed that there was a significant difference between the two groups at a real level of α = 0.05. This proves that the constructivism approach has a significant positive influence on students' mathematical communication skills. Significance: The results of this study show that the constructivist approach enhances students' mathematical communication skills by encouraging active knowledge construction through interaction and exploration. This helps students convey mathematical ideas more effectively, improving their ability to explain problems clearly and logically. These findings imply that the constructivist approach can support the improvement of mathematical learning outcomes, particularly in communication skills, which are essential for developing critical thinking and problem-solving abilities.
Evaluating the association between pedagogical approaches and mathematics performance of grade VI learners in Naval district, Philippines Inot, Charmaine
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.v16i1.26148

Abstract

Purpose: This study investigates the link between instructional strategies implemented by teachers and the mathematics achievement levels of Grade VI students in Naval District, Philippines. Given the persistently low mathematics scores failing to reach district standards, understanding potential factors influencing student performance becomes crucial. Method: A descriptive-correlational research approach was employed, involving Grade VI students, teachers, and school administrators across selected schools in Naval District. The study utilized standardized mathematics achievement assessments aligned with the Philippines' Grade VI curriculum to measure student proficiency. Teachers’ instructional practices were evaluated using validated questionnaires derived from the Philippine Professional Standards for Teachers. The collected data were statistically analyzed using frequency distribution, means, standard deviations, Pearson correlation coefficient, and Chi-square tests. Findings: The study found that the majority of students demonstrated an average level of mathematical proficiency. Teachers reported consistently high usage of various instructional practices including teaching methodologies, learning resources, and assessment techniques. Importantly, significant correlations were identified between teachers' duration of service, their subject specialization, and students' mathematical competencies. Conversely, instructional strategies alone showed no direct significant relationship with students' performance. Significance: The outcomes of this research offer significant insights for educational leaders and policymakers, highlighting the importance of teacher experience, specialization, and continuous professional growth. By pinpointing these critical factors, the study recommends targeted professional training and tailored intervention programs to enhance mathematical performance among primary school learners, contributing to overall improvements in educational quality.
Impact of PASSPORT learning model on improving students' mathematical communication skills Jufri, Jufri; Asrial, Asrial; Johari, Asni; Kamid, Kamid
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.v16i1.26320

Abstract

Purpose: This study aims to analyze the effectiveness of the PASPOR learning model in improving students' mathematical communication skills compared to the Think-Talk-Write (TTW) model. Method: A quasi-experimental design was employed, involving two groups of PGSD students at Universitas Rokania: an experimental group taught using the PASPOR model and a control group taught using the TTW model. Data on mathematical communication skills were collected through pretests and posttests, and analyzed using normality, homogeneity, independent-sample t-tests, N-Gain calculations, and effect size, with the aid of SPSS 26. Findings: The findings indicate that students who learned with the PASPOR model showed a substantial improvement in their mathematical communication skills compared to those who experienced the TTW model. The enhancement was characterized by more active participation in collaborative learning, deeper engagement in discussion, and greater ability to express and reflect on mathematical ideas. Significance: The study highlights that the PASPOR learning model can serve as an effective and strategic alternative in mathematics education for developing students’ mathematical communication skills. This model not only fosters deeper conceptual understanding but also encourages critical thinking, teamwork, and effective communication, providing valuable insights for educators seeking to enhance mathematics instruction at various educational levels.
Students' critical thinking ability on application questions systems of linear equations through learning models project based learning Rahmawati, Nurina Kurniasari; Kusuma, Arie Purwa; Sari, Wiwin Rita; Ramadoni, Ramadoni
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.v16i1.26360

Abstract

Purpose: This study investigates the impact of application-based problems in systems of linear equations through the Project-Based Learning (PjBL) model on students’ critical thinking abilities. Critical thinking is a vital 21st-century skill, yet Indonesian students often demonstrate low proficiency in this area, particularly in mathematical contexts such as linear algebra. Method: A mixed-methods design was employed, combining qualitative and quantitative approaches. The participants were 28 students from STKIP Kusuma Negara, selected using purposive sampling. Data were collected through pre-tests and post-tests involving application problems, including chemical reaction equations and polynomial interpolation. Additionally, six students were selected for in-depth qualitative analysis based on their initial critical thinking levels. The data were analyzed using descriptive methods and N-gain calculations. Findings: Findings showed a significant improvement in students’ critical thinking skills after the intervention. The post-test average score increased to 81.93 with an N-gain score of 0.61, categorized as moderate. High-achieving students met all critical thinking indicators, while those with moderate or low abilities showed partial improvement. The use of structured learning worksheets (LKM) and real-world mathematical tasks within the PjBL framework effectively facilitated students’ ability to interpret, analyze, evaluate, and draw conclusions. Significance: This study demonstrates the potential of the PjBL model in fostering critical thinking, especially when combined with contextualized algebra problems. These findings offer practical implications for mathematics instruction, particularly in preparing future educators to promote analytical and reflective learning practices.

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