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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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Development of a mathematics learning model integrated with Bugis culture through a scientific approach Patimbangi, Andi; Darwis, Rahma Hidayati
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.v16i1.26410

Abstract

Purposes: The purpose of this study was to develop and test the effectiveness of a mathematics learning model integrated with Bugis culture through a scientific approach and to assess its impact on students' learning outcomes. Method: The research adopted the Research and Development (R&D) approach based on the Borg & Gall model, which involved five stages: preliminary study, planning, prototype development, product validation, and product testing. The instruments used included validation sheets, learning observations, student response questionnaires, and tests of learning outcomes. Findings: The findings revealed that the developed model was effective in improving students' mathematics learning outcomes. Additionally, the model successfully integrated Bugis cultural values into students' attitudes and behaviors. The effectiveness of the model was demonstrated by a validity and implementation rate of 85 percent and a 20 percent improvement in students' learning outcomes after the model was applied. Significance: This study highlights the significance of the model in enhancing students' academic performance while promoting local cultural values. It is recommended that the model be implemented more widely, not only to improve academic achievement but also to internalize local cultural values in students' daily lives.
Exploration of student learning obstacles in solving propotional problems in junior high school Warli, Dwi; Fatimah, Siti; Wicaksono, Agung; Kahar, Moh Jusri; Fajriani, Fajriani; Deeteng, Asman
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.v16i1.26478

Abstract

Background: Proportion is a key mathematical concept, but epistemological and didactical learning obstacles can hinder students' understanding. These challenges arise from limited contextual knowledge and procedural teaching methods. Identifying these obstacles through diagnostic assessments helps design effective learning strategies, enhancing students' proportional reasoning and problem-solving skills. Aim: This research aims to describe and analyze students' learning obstacles in Proportion material in terms of Proportional reasoning.. Method: The method used in this case is a research method qualitative focuses on obstacles to learning. Instruments used in studying learning obstacles designed based on the Proportional level of reasoning. The subject of this research comes from Al-Fahmi Palu Junior High School which consists of class VII, Data collection was carried out through written tests, interviews and observations. Result: The results of the research show revealing two main types: epistemological and didactical obstacles. Epistemological obstacles arise due to students' limited contextual knowledge, preventing them from applying known concepts to new problems, as seen in their difficulty modeling proportional relationships correctly. Didactical obstacles stem from procedural teaching methods that emphasize memorization over conceptual understanding, leading students to rely on fixed procedures rather than flexible problem-solving strategies. These findings highlight the need for varied and meaningful learning approaches to help students build a deeper understanding of Proportion concepts. Conclusion: The research found two types of student learning obstacles in solving Proportion problems: epistemological obstacles, due to limited contextual knowledge, and didactical obstacles, arising from teachers' procedural teaching methods and lack of varied practice, leading to difficulties in handling complex proportional reasoning.
Exploring concepts of ethno-mathematics to introduce the local culture and its values for higher education students Cesaria, Anna; Adnan, Mazlini; Kemal, Edwar; Rismen, Sefna; Ramadoni, Ramadoni; Delyana, Hafizah
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.v16i1.26490

Abstract

Purpose: This study aims to explore higher education students’ perspectives on the ethno-mathematics course as a means to introduce local culture and its values. The research specifically examines the ethno-mathematical concepts represented in Rumah Gadang, a traditional building in Batusangkar, West Sumatra. Method: A qualitative approach with an ethnographic design was used in this research. Data were collected from 35 students enrolled in the ethno-mathematics course at a private university through qualitative questionnaires. In addition, two cultural experts were interviewed using semi-structured interview questions. The data were analyzed using content analysis to identify key themes related to shapes, space, measurement, and arithmetic as reflected in Rumah Gadang. Findings: The results show that all students agreed on the importance of integrating ethno-mathematics in their learning. The students demonstrated increased interest and appreciation for mathematics when it was linked to cultural contexts. They recognized the relevance of mathematical concepts such as shape, space, measurement, and arithmetic in the design and philosophy of Rumah Gadang. Insights from interviews with cultural experts further confirmed that Rumah Gadang embodies mathematical reasoning that is closely connected to cultural identity and local values. Significance: The research demonstrates that ethno-mathematics courses can effectively foster cultural appreciation and help preserve local heritage among university students. This encourages students to see mathematics as not only a universal science but also a reflection of cultural traditions. The study highlights the value of using local cultural artifacts as authentic contexts in mathematics education, with implications for curriculum development that supports both academic achievement and cultural preservation.
Analysis of students' statistical reasoning ability based on personality types Nasution, Eline Yanty Putri; Yulia, Putri; Handican, Rhomiy
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.v16i1.26539

Abstract

Purposes: This research investigates the extent to which personality traits, as defined by the MBTI framework, influence students' ability to reason statistically in the context of a mathematical statistics course. The study particularly focuses on examining how distinct cognitive tendencies, categorized within the MBTI’s four dimensions, affect students’ capabilities in understanding, organizing, presenting, and interpreting statistical information. Method: A qualitative case study approach was adopted involving eleven students enrolled in a mathematics education program at a higher education institution in Indonesia. Participants completed the MBTI questionnaire to determine their personality classifications. In addition, a statistical reasoning assessment was administered to evaluate their cognitive strategies across established reasoning indicators. Observational data and written explanations were also gathered to enrich the analysis. The findings were interpreted through descriptive qualitative techniques, with triangulation applied to ensure accuracy and credibility. Findings: The analysis revealed that students identified with the STJ and ESTJ personality types exhibited more proficient reasoning patterns, particularly in applying logical steps and organizing data systematically. On the other hand, participants with NTJ or ISFJ traits showed challenges in representing data visually and articulating their thought processes clearly. Interestingly, the Introvert and Extrovert distinction did not appear to influence performance in a meaningful way. Significance: This study offers insights into the role of personality in learning statistics. It emphasizes the need for differentiated instructional methods. Adapting teaching strategies to accommodate varied personality profiles may enhance student engagement and conceptual mastery in statistical learning environments.
Evaluating the CMP model's impact on mathematical connection abilities: Insights through self-efficacy levels Widyawati, Santi; Rosydah, Ummi; Setyawati, Astri; Lestari, Siti
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.v16i1.26543

Abstract

Purpose:This study investigates the impact of the Connected Mathematics Project (CMP) model on eighth-grade students’ ability to form mathematical connections at SMP Negeri 1 Martapura. It also examines how varying levels of self-efficacy relate to these connection skills and whether an interaction exists between instructional model (CMP vs. discovery learning) and self-efficacy in influencing outcomes. Method:A quasi-experimental, posttest-only control-group design was used. Two groups of eighth graders were assigned: one received CMP-based instruction and the other discovery-learning lessons. After the intervention, all students completed a standardized connection-skills posttest and a validated self-efficacy questionnaire. Participants were categorized into high- and low-efficacy subgroups. Two-way ANOVA assessed the main effects of instructional model and self-efficacy, as well as their interaction. Findings:Students taught via the CMP model scored significantly higher on mathematical connection tasks than those in the discovery-learning group. Independently, students with high self-efficacy outperformed those with lower self-efficacy. No significant interaction effect was detected, indicating CMP’s benefit across confidence levels. Significance:Findings demonstrate that CMP is a robust approach for enhancing mathematical connection skills regardless of student self-efficacy. They underscore the value of building learner confidence alongside innovative pedagogy and support broader adoption of CMP to strengthen real-world mathematical understanding.
Smart apps creator-based media to enhance addition and subtraction learning outcomes Herliana, Yunika; Witanto, Yuli
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.v16i1.26584

Abstract

Purpose: This study aims to develop, validate, and evaluate an interactive learning media based on Smart Apps Creator (SAC) to improve second-grade elementary students’ learning outcomes in addition and subtraction. Method: A Research and Development (R&D) approach was applied using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The media was implemented in a real classroom setting involving 29 second-grade students from SD Labschool UNNES. Data were collected through expert validation, pretest-posttest assessments, and student-teacher response questionnaires. Data analysis included descriptive statistics, paired sample t-tests, and N-Gain analysis. Findings: The SAC-based media achieved high feasibility ratings from both media (92.6%) and material (89.2%) experts. Student and teacher responses rated the media as “very feasible.” Statistically significant improvements were observed between pretest and posttest results (p < .001), with a high N-Gain score of 0.79. These results indicate that the media effectively enhanced students’ mastery of addition and subtraction. Significance: This study provides empirical evidence supporting the use of SAC-based interactive learning media as an effective tool for early mathematics instruction. The media not only improves cognitive outcomes but also promotes engagement and motivation among young learners. These findings underscore the potential of SAC-based tools to enrich classroom instruction and contribute to the advancement of technology-integrated learning in elementary education.
Enhancing the introverted student’s algebraic thinking through peer teaching with gusjigang wisdom: single subject research Malasari, Putri Nur; Widodo, Sri Adi
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.v16i1.26594

Abstract

Purpose: This study aims to examine the influence of peer teaching that incorporates the local wisdom of gusjigang on the algebraic thinking skills of the student with introverted personality. Method: The research employed a descriptive quantitative approach with a Single Subject Research (SSR) A-B design. The participant was a second-semester mathematics student identified as an introvert. Data were collected through tests, observations and interviews. Analysis was conducted by comparing two phases: the baseline and the intervention. The within-phase analysis considered factors, such as interval duration, trend direction, stability, rate of change and data patterns. The between-phase analysis explored differences in variable values, trend shifts and changes in data levels across the two phases. Findings: The results demonstrate that peer teaching based on gusjigang local wisdom has a positive impact on the algebraic thinking abilities of the introverted student. This is reflected in the increase in the subject’s average score from 21.5 before the intervention to 68.5 after the intervention was implemented. Significance: The implementation of peer teaching infused with local wisdom plays an important role in encouraging introverted students to become more engaged in learning. By creating a more inclusive and supportive classroom environment, this approach helps to improve the algebraic thinking skills of students who are typically less active during mathematics instruction.
Development of the sources of mathematics online learning self-efficacy scale (SMOLSES) for SDGs quality education Nurhayati, Suci; Kandaga, Thesa; Gusti, Valeria Yekti Kwasaning; Mohamad, Liana
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.v16i1.26653

Abstract

Background: The expansion of online learning in open and distance education poses new challenges in understanding students’ self-efficacy, particularly in mathematics, a subject that demands both cognitive engagement and emotional resilience. Existing instruments have not adequately captured the distinct sources of self-efficacy relevant to this setting, necessitating the development of a context-specific measurement scale Aim: This study aims to develop and validate the SMOLSES, an instrument designed to assess the sources of self-efficacy, mastery experience, vicarious experience, social persuasion, and physiological state in the context of online mathematics learning for distance education students. Method: The scale was developed using a questionnaire administered to 105 Mathematics Education students at Universitas Terbuka. Partial Least Squares analysis was used to evaluate the measurement and structural models. The results supported the reliability and validity of the scale, confirming 28 valid items across five constructs. Structural model analysis revealed that physiological state and social persuasion significantly predicted students' belief in their self-efficacy, while vicarious experience showed the strongest correlation with academic performance. Result: SMOLSES provides a reliable tool for diagnosing students’ readiness and guiding instructional design in online mathematics learning. The findings emphasize the importance of social and emotional factors in shaping self-efficacy and learning engagement, particularly in asynchronous environments where peer modeling and support mechanisms are critical. Conclusion: By addressing a critical measurement gap, this study contributes to advancing quality and inclusive education (SDG 4). SMOLSES can inform data driven interventions that enhance student engagement and achievement in open and distance learning settings.
Gender differences in visual mathematical thinking: A case study on algebra problem solving and e-learning integration using edlink Fitriawan, Dona; Siregar, Nurfadilah; Rif’at, Mohammad
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.v16i1.26768

Abstract

Purpose: This research aims to 1) analyze gender-based differences in visual mathematical thinking for solving algebraic problems, 2) explore how e-learning technology, specifically the Edlink platform, supports algebra understanding through visualization, and 3) assess the effectiveness of mathematical software in aiding students to visualize and solve algebraic problems. Method: A qualitative approach with a descriptive-exploratory method was used for this study. It involved a case study of students enrolled in the Mathematics Education Program who attended algebra courses. Data were collected through tests, questionnaires, interviews, direct observation, and documentation. The study sample consisted of 278 students, including 98 male and 180 female participants. Descriptive statistics and independent samples t-tests were employed to analyze the gender-based differences in visual thinking abilities. Findings: The results indicate that male students demonstrated more dominant visual mathematical thinking abilities compared to female students, particularly in understanding, imagining, and presenting algebraic solutions. Statistically, the independent samples t-test revealed a significant gender difference (p < 0.001). The use of the Edlink e-learning platform was found to be effective in aiding students' algebra understanding through enhanced visualization of mathematical concepts. Significance: The study concludes that gender differences affect visual mathematical thinking abilities, with male students showing greater proficiency in solving algebraic problems visually than female students. Furthermore, the integration of the Edlink e-learning platform significantly enhanced students' understanding of algebraic concepts through effective visualization. Therefore, incorporating technology in mathematics education can enrich the learning experience and improve student outcomes.
Applying the Ngadhu Bhaga ethnomathematics method to foster mathematical reasoning in junior high school geometry Wewe, Melkior; Bella, Maria Editha; Noge, Maria Desidaria
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.v16i1.26801

Abstract

Purpose: This study investigates the effectiveness of the Ngadhu Bhaga ethnomathematics approach in enhancing junior high school students’ mathematical reasoning in geometry. Method: A quasi-experimental design with a Non-Equivalent Control Group Pre-Test – Post-Test model was used. Participants included two groups of eighth-grade students taught with either the Ngadhu Bhaga approach or conventional methods. Data were collected through written tests and analyzed using an independent samples t-test. Findings: The analysis revealed that students who learned through the Ngadhu Bhaga ethnomathematics approach demonstrated significantly greater improvements in their mathematical reasoning compared to those taught using traditional methods. The approach enabled students to connect geometric concepts with culturally familiar contexts, fostering deeper understanding and reasoning skills. Significance: These findings affirm the value of integrating ethnomathematics into mathematics instruction. By making learning more meaningful and culturally responsive, the Ngadhu Bhaga approach promotes not only academic growth but also cultural appreciation, supporting inclusive and contextually relevant education.

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