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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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Integrating ethnomathematics into mathematical modeling: Development of student worksheets based on the Bidar Boat festival Wijaya, Aldi Putra; Darmawijoyo, Darmawijoyo; Somakim, Somakim; Julaiha, Ellah
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.v16i1.26854

Abstract

Purpose: This study aimed to develop and evaluate culturally contextualized student worksheets that integrate mathematical modeling with ethnomathematical elements from the Bidar Boat Festival. The goal was to enhance students’ modeling competencies and engagement. Method: The research employed a design-based research (DBR) approach, consisting of a preliminary study and a formative evaluation phase through iterative prototyping. Data collection involved expert validation, classroom observations, student interviews, and written assessments across three cycles with 24 junior high school students. Findings: The developed worksheets were found to be highly valid and practical. Students demonstrated strong performance on key modeling competencies: 97.5% understood the tasks, 93.54% translated real-life contexts into mathematical models, 81.88% applied mathematical operations accurately, and 80.42% interpreted results appropriately. Additionally, the learning tools enhanced student motivation, cultural awareness, and mathematical understanding. Significance: Embedding local cultural contexts, such as the Bidar Boat Festival, into mathematics instruction can bridge abstract mathematical concepts with students' lived experiences. The approach not only improved cognitive learning outcomes but also encouraged reflective thinking and cultural appreciation. The study contributes a replicable model for implementing culturally responsive, competency-based mathematics education.
Development of mathematical monopoly game to improve mathematical communication ability Rosyadi, Alfiani Athma Putri; Wardani, Shafanda Setya; Cholily, Yus Mochamad
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.v16i1.27011

Abstract

Purpose: This study aimed to design and develop a math monopoly board game as a learning tool to boost students’ mathematical communication skills. The motivation for this research comes from the need to improve both written and oral communication abilities in mathematics among middle school students. Method: The research followed a research and development (R&D) approach using the ADDIE model, which includes the phases of Analysis, Design, Development, Implementation, and Evaluation. The math monopoly game was created and validated by experts in the field, and then tested with eight eighth-grade students from SMP Muhammadiyah 09 Gondanglegi, selected using purposive sampling. Data were collected using validation sheets, questionnaires, and interview guides. The effectiveness of the game was assessed using descriptive statistics and paired sample t-tests to measure students’ mathematical communication before and after the intervention. Findings: The findings showed that the developed monopoly game was highly valid and practical as a learning medium according to both experts and students. Playing the game led to a significant improvement in students’ written mathematical communication, as seen in their increased test scores after using the game. However, there was little change in students’ oral mathematical communication, suggesting that simply playing the game is not enough to foster verbal interaction, and that additional support from teachers during play is important. Significance: This research highlights the potential of game-based learning to make mathematics lessons more engaging and to improve students’ ability to express mathematical ideas in writing. It also points out the need for teacher involvement and further strategies to help students improve their oral communication in mathematics.
Trends of school mathematics education research in the last decade: A bibliometric analytic review Harahap, Ros Liana; Nasution, Awal Kurnia Putra; Mandasari, Lola
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.v16i1.27167

Abstract

Purpose: This study responds to the limited comprehensive evaluations on research trends in school mathematics education through bibliometric approaches, particularly within the past decade. The main aim is to systematically examine how research in school-level mathematics education has evolved from 2015 to 2024 using bibliometric analysis. Method: Publication data were obtained from the Scopus database, with analyses conducted using VOSviewer and the R-Bibliometrix package. These tools were employed to map out key areas such as scientometrics, patterns of scholarly collaboration, institutional participation, and shifts in research methodology. In total, 3,053 documents containing the keywords “mathematics education” and “school” were included in the analysis. Findings: The results reveal a significant surge in publications since 2020, which coincides with the educational challenges brought about by the COVID-19 pandemic. Research in this field has increasingly emphasized the integration of technology, interdisciplinary STEM perspectives, and applied science. The United States and Indonesia have emerged as leading contributors, underlining their active institutional engagement and influential roles in shaping the global landscape of mathematics education research. Most studies continue to be published as scientific articles. Significance: This study provides a thorough overview of recent developments in school mathematics education research. The insights gained are expected to support educators, researchers, and policymakers in formulating more effective and adaptive strategies for the future of mathematics teaching and learning.
Development of an ethnomathematics-based E-LKPD on flat-sided solid geometry to enhance elementary students’ critical thinking skills Rahayu, Salamah Tri; Nurhanurawati, Nurhanurawati; Rohman, Fatkhur; Adha, Mohammad Mona
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.v16i1.27378

Abstract

Purpose: This study aims to develop an ethnomathematics-based electronic student worksheet (e-LKPD) on flat shapes material that is valid, practical, and effective in improving the critical thinking skills of elementary school students. The integration of cultural elements into mathematics education is intended to make learning more meaningful and contextually relevant. Method: The research employed the Plomp development model, consisting of three phases: (1) preliminary investigation to identify learning needs and cultural relevance, (2) design and development of the e-LKPD incorporating ethnomathematical elements from the Lampung tapis cloth, and (3) evaluation of validity by experts, practicality by students, and effectiveness through pretest-posttest comparisons. Findings: The results of the study indicate that the developed ethnomathematics-based e-LKPD is highly valid, practical, and effective in supporting students' learning. Expert evaluations confirmed that the content, language, and media used in the e-LKPD met high standards of quality. Students found the material easy to use, engaging, and aligned with their learning needs. Moreover, the implementation of the e-LKPD led to a noticeable improvement in students’ critical thinking skills, as reflected in their increased ability to comprehend, analyze, and reflect on mathematical concepts presented through cultural contexts. Significance: This study contributes to the advancement of culturally responsive digital pedagogy in mathematics education. The ethnomathematics-based e-LKPD not only improves critical thinking but also fosters cultural appreciation and engagement. It serves as a replicable model for integrating local culture into digital learning tools and supports educational innovation aligned with 21st-century competencies.
Enhancing students' algebraic numeracy through the development of a concrete algebra box: R&D study in Indonesian secondary education Tali Wangge, Maria Carmelita; Bela, Maria Editha
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.v16i1.27390

Abstract

Purpose: This study aims to improve students’ algebraic numeracy by developing a concrete teaching aid “the Algebra Box” to facilitate learning of addition and subtraction operations involving algebraic expressions among Grade VII students in Indonesia. Method: Employing the Research and Development (R&D) approach, this study followed six key stages: identifying potential problems, data collection, product design, design validation, product revision, and final implementation. The participants were students from Grade VII at SMPN 2 Soa, Indonesia. Data were collected through classroom observation, learning assessments, and validation by subject teachers. Pre- and post-intervention assessments were conducted to measure learning outcomes before and after the implementation of the Algebra Box. Findings: The results reveal a significant improvement in students’ numeracy skills. Prior to the intervention, 20 percent of students scored in the high category. After implementing the Algebra Box in learning sessions, this increased to 80 percent. Students showed enhanced conceptual understanding, active participation, and improved problem-solving accuracy. The concrete nature of the Algebra Box helped bridge abstract algebraic concepts with tangible representations, thereby reinforcing cognitive engagement and learning retention. Significance: This study highlights the effectiveness of manipulative-based learning tools in transforming mathematics education, particularly in developing countries where abstract reasoning often poses a major challenge. The Algebra Box not only supports the transition from teacher-centered to student-centered learning but also fosters critical thinking and collaborative problem-solving among students. These findings support the integration of concrete instructional media into algebra curricula as a strategic method to improve learning outcomes and mathematical confidence in early secondary education.
Enhancing numeracy literacy through algebra learning materials: A vocational high school context Hapsari, Tiara; Rif’at, Mohamad; 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.v16i1.27935

Abstract

Purpose: This study aims to develop algebra teaching materials based on numeracy literacy to enhance vocational high school students’ understanding of mathematical concepts and their ability to solve contextual problems.Method: The research used a qualitative research and development approach following the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. Data were collected through interviews, expert validation sheets, questionnaires, and numeracy literacy tests administered to tenth-grade students.Findings: The analysis stage revealed that only 44 percent of students met the minimum standard of numeracy literacy. After the implementation of the developed materials, 71.8 percent of students achieved the Minimum Mastery Criteria (KKM), indicating improved performance. Expert validation yielded a score of 81.67, suggesting high validity. Students also gave positive responses, with average ratings of 80.67 percent for content, design, and language.Significance: The study demonstrates that algebra teaching materials designed through a structured development model and grounded in numeracy literacy can significantly improve student learning outcomes in vocational education. These materials help bridge the gap between theoretical concepts and real-world application, supporting national educational goals related to the Minimum Competency Assessment (AKM) and preparing students for professional environments.
Design and development of an android-based “Flash Card Geometry” application: Exploring students' responses Hidayati, Yulia Maftuhah; Arifin, Achmad Januar; Setiadi, Arief; Kusuma, Anton Adi Suryo; Kholid, Muhammad Noor
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (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.v16i2.26846

Abstract

Purpose: Geometry is an essential component of elementary mathematics that helps students develop spatial understanding and abstract thinking skills. However, many students face difficulties in learning geometry due to the abstract nature of its concepts. This study aims to explore the responses of primary school students in the learning process.Method: This study adopted a qualitative approach with a descriptive design. This research involved 15 grade V students at SD Negeri 008 Sangkulirang as participants. Data collection in this study was carried out through the questionnaire method. Data collected through questionnaires were analyzed using a descriptive approach.Findings: The research findings indicate an increase in the average percentage in the aspects of learning, appearance, and technical quality and effectiveness of the program, with all aspects reaching above 80% after the revision. The first revision, the addition of a learning video, provides significant visual support in clarifying concept understanding, while the second revision, the addition of a timer feature in the quiz section, serves to train students' ability to manage time effectively.Significance: The development of this media highlights the innovative integration of digital technology to enhance mathematics learning. Flash Card Geometry is tailored to students’ needs in the digital era, encouraging active participation. Practically, it offers teachers an effective learning tool; theoretically, it supports the use of digital media to promote student-centered learning.
Examining the use of Jamovi in learning statistics: Students’ perception Jumroh, Jumroh; Ningsih, Yunika Lestaria; Octaria, Dina; Nopriyanti, Tika Dwi
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (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.v16i2.28119

Abstract

Purpose: The present study explores how pre-service teachers engage with Jamovi, an open-source platform for statistical analysis, during their study of descriptive statistics. It investigates students’ perceptions regarding its functionality, its impact on conceptual understanding, and the external conditions that shape their experiences in a digital learning context. Method: Employing a concurrent mixed-methods approach, the research involved 72 undergraduate students enrolled in a teacher training program in Indonesia. Data were gathered using structured questionnaires complemented by classroom observations conducted across seven instructional sessions where Jamovi was actively integrated into the teaching process. Findings: Students demonstrated strong engagement and generally favorable perceptions toward Jamovi, citing its user-friendly interface and real-time visual feedback as major advantages. The study also found that students' experiences were influenced by factors such as the availability of instructional guidance and reliable internet connectivity. Significance: The findings indicate that Jamovi offers a viable alternative for enhancing statistical instruction, particularly for learners with minimal prior exposure to analytical tools. By lowering technical barriers, it supports independent learning and could be instrumental in developing data literacy among prospective educators. This research highlights the value of adopting accessible digital tools alongside pedagogical support to improve student outcomes in statistics education.
A deep learning-based adaptive e-module in mathematics: Design and evaluation for visual communication design vocational students Feriyadi, Deri; Yani T, Ahmad; Tiur Maria, Haratua; Aunurrahman; Sujaini, Herry
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (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.v16i2.26718

Abstract

Purpose: This study aims to design, implement, and evaluate a deep learning-based adaptive e-module to teach mathematical concepts. Specifically, the topic of optimum value to tenth-grade vocational students in the Visual Communication Design (DKV) program. The goal is to determine the module's feasibility, practicality, and effectiveness in improving students' problem-solving skills and learning motivation.Method: The research employed the ADDIE development model, consisting of five stages: analysis, design, development, implementation, and evaluation. Validation was carried out by three experts in education and technology. The product was tested on 36 vocational students, using instruments such as expert validation forms, Likert-scale questionnaires, pre- and post-tests, interviews, and classroom observations.Findings: Expert evaluations indicated high feasibility with scores ranging from 4.2 to 4.6. The average student score increased from 57.97 (pre-test) to 69.44 (post-test), while the standard deviation decreased from 11.315 to 8.914. A low correlation between pre- and post-test scores (r = –0.022; p = 0.899) suggests that the module was equally effective for students across different ability levels. Feedback from both teachers and students confirmed the module’s high practicality and engaging nature.Significance: The findings demonstrate that a deep learning-based adaptive e-module can enhance visual and contextualized mathematics learning for vocational students. It promotes conceptual understanding, learning motivation, and problem-solving skills regardless of initial performance. This study highlights the transformative potential of integrating artificial intelligence into instructional design, especially for creative-industry-focused education programs.
Mapping students’ learning trajectories through mathematical modeling: Design research on linear equations of one variable Indah Nur Hijriyah; Hartono, Yusuf; Darmawijoyo
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (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.v16i2.27666

Abstract

Purpose: This study aims to explore and map the learning trajectories of junior high school students in understanding LEOV through mathematical modeling, comparing the Hypothetical Learning Trajectory (HLT) designed by researchers with the Actual Learning Trajectory (ALT) demonstrated by students during classroom implementation.Method: Employing a design research methodology with a validation study approach, the study was conducted in three phases: Preliminary Design, Experimental Design, and Retrospective Analysis. Participants were seventh-grade students from two parallel classes. Data were collected through classroom observations, student worksheets, interviews, and assessments.Findings: Findings reveal that most students’ learning paths aligned with the anticipated HLT, especially in recognizing variables and constructing equations from contextual problems. However, deviations occurred in more complex tasks, where some students relied on intuition rather than structured reasoning. New, unpredicted informal strategies also emerged, offering insights into students’ natural mathematical thinking processes.Significance: Mathematical modeling proves to be an effective instructional approach for facilitating students' transition from informal reasoning to formal algebraic thinking. The mapping of learning trajectories enables educators to identify specific cognitive developments and potential learning obstacles. These findings suggest that design-based interventions rooted in real-life contexts can significantly enhance conceptual comprehension in algebra. Future research should refine modeling tasks to support deeper abstraction and investigate longitudinal impacts across diverse mathematical domains. The integration of learning trajectory analysis into curriculum design offers a powerful framework to personalize instruction and elevate mathematics education practices globally.

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