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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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Innovating numeracy learning through geogebra-integrated modules: An Indonesian secondary school study Ilyas, Muhammad; Ma'rufi, Ma'rufi; Basir, Fahrul; Ekawati, Shindy
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.v16i2.27835

Abstract

Purpose: This study aimed to design and evaluate an instructional module integrating GeoGebra to strengthen junior secondary students’ mathematical literacy and numeracy. The module was intended to support students in interpreting, analyzing, and applying mathematical concepts in contextual and meaningful ways..Method: Adopting a modified three-phase 4D instructional design model (Define, Design, Develop), the research was implemented with eighth-grade students at SMP Negeri 3 Palopo. Data were obtained from expert validation, student feedback, classroom observations, and post-intervention tests of literacy and numeracy competencies.Findings: The validation process produced an average expert rating of 3.75, categorizing the module as highly valid. Practicality was evidenced by strong classroom implementation (96.88%), high levels of student engagement (83.17%), and positive learner responses (83.38%). Post-intervention assessments yielded an average score of 77.20, confirming that all participating students achieved at least a proficient level.Significance: The GeoGebra-enriched module represents a promising instructional innovation for mathematics education. Its integration of visual interactivity and contextual problem solving significantly enhanced students’ literacy and numeracy, underscoring its potential as a scalable model for curriculum development. Beyond its practical contributions, this study advances theoretical discourse on technology-enhanced mathematics learning by demonstrating how dynamic visualization tools can be systematically embedded into curricula. It thereby provides a critical link between digital pedagogy and the cultivation of mathematical literacy and numeracy in secondary education.
Navigating geometric thought: A classroom-based intervention using discovery-contextual strategies aligned with van Hiele’s cognitive framework Arlianti, Nofyta; Kamid; Marzal, Jefri; Hasibuan, Muhammad Haris Effendi
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.v16i2.27845

Abstract

Purpose: This study aims to investigate the enhancement of students’ geometric thinking through the integration of Discovery–Contextual learning strategies with van Hiele’s levels of reasoning. In addition, it examines the contribution of logical–mathematical intelligence to mathematics learning outcomes by synthesizing findings from prior research. Method: The research employed a classroom action research design implemented in three iterative cycles involving 13 fifth-semester mathematics education students. Data were collected through geometry thinking tests, observation notes, and the van Hiele-based assessment tool, then analyzed descriptively to track cognitive development across cycles. Complementing this, a meta-analysis of 41 empirical studies was conducted using a random-effects model to evaluate the consistency of logical–mathematical intelligence on students’ mathematics achievement. Findings: The results indicate steady improvement in students’ geometric reasoning, particularly at the deduction and rigor levels, with mean performance rising from 78.4% in the first cycle to 92.8% in the third. Reflection across cycles also revealed stronger engagement, reflective thinking, and collaborative learning. The meta-analysis further confirmed that logical–mathematical intelligence consistently exerts a strong and stable influence on mathematical performance across different educational stages and contexts. Significance: Findings highlight the pedagogical value of combining Discovery–Contextual learning with van Hiele’s framework to cultivate higher-order geometric thinking. At the same time, the evidence underscores the necessity of integrating logical reasoning into curriculum design and instructional strategies. Together, these contributions provide both theoretical insights and practical guidance for advancing mathematics education, especially in preparing prospective teachers to meet diverse cognitive needs.
Development of an android-based educational game to improve junior high school students’ mathematical numeracy skills Adrillian, Hendrisa; Mariani, Scolastika; Prabowo, Ardhi
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.v16i2.27869

Abstract

Purpose:  This research aims to develop learning media that is assisted by Android-based educational game is valid, practical, and effective for improving mathematical numeracy skills.Method: The flow utilized is the multimedia development life cycle, which consists of concept, design, obtaining context material, assembly, testing, and distribution. The validity of the media is proven through evaluations by media, material, and instructional module experts, while practicality is shown through the students’ reaction questionnaires.Findings: The validity results were obtained by media experts 0,92 (very high); material experts 0,913 (very high); and instructional module experts 0,8615 (very high). Then, the results of the student reaction questionnaire obtained a percentage of 83% with good criteria. Meanwhile, the results of effectiveness are explained by the right party t-test obtained , then  was rejected.Significance: The research results demonstrate that developing learning media assisted by an Android-based educational game is valid, practical, and effective for improving mathematical numeracy skills and it has the potential to be utilized as an alternative learning media to support mathematics instruction in schools.
Effects of differentiated instruction on primary students’ mathematics achievement: A quasi-experimental study Asih Mardati; Ayyu Dzikro Zaronil Machbub; Febrilia, Yeyen
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.v16i2.27541

Abstract

Purpose: This study aims to examine the effects of differentiated instruction on primary students’ mathematics achievement in the Indonesian context by comparing learning outcomes between classes taught with differentiated instruction and those taught with conventional methods.Method: This quantitative study employed a quasi-experimental, non-equivalent control group design with two intact Grade 4 classes from a primary school in Indonesia. The experimental class received differentiated instruction based on students’ readiness, interests, and learning profiles, while the control class received conventional teaching. Data were collected using a validated mathematics achievement test with acceptable reliability. Assumptions were checked, and independent-samples t tests compared posttest achievement between groups.Findings: Students taught with differentiated instruction obtained significantly higher posttest scores than those in the control class, indicating a positive effect on mathematics achievement.Significance: The study provides empirical evidence that differentiated instruction can improve primary mathematics achievement in Indonesian classrooms. The findings offer practical guidance for teachers and inform school leaders and policymakers seeking strategies to enhance learning outcomes. 
Exploring insights in the creative thinking process of prospective mathematics teacher students Akhsani, Lukmanul; Kartono; Junaedi, Iwan; Asih, Tri Sri 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.v16i2.28396

Abstract

Purpose: This study aims to examine the effects of differentiated instruction on primary students’ mathematics achievement in the Indonesian context by comparing learning outcomes between classes taught with differentiated instruction and those taught with conventional methods.Method: This quantitative study employed a quasi-experimental, non-equivalent control group design with two intact grade 4 classes from a primary school in Indonesia. The experimental class received differentiated instruction based on students’ readiness, interests, and learning profiles, while the control class received conventional teaching. Data were collected using a validated mathematics achievement test with acceptable reliability. Assumptions were checked, and independent-samples t tests compared posttest achievement between groups.Findings: Students taught with differentiated instruction obtained significantly higher posttest scores than those in the control class, indicating a positive effect on mathematics achievement.Significance: The study provides empirical evidence that differentiated instruction can improve primary mathematics achievement in Indonesian classrooms. The findings offer practical guidance for teachers and inform school leaders and policymakers seeking strategies to enhance learning outcomes
Students’ problem-solving skills in HOTS geometry tasks: A case study of spatial ability Musa, Lisa Aditya Dwiwansyah; Munir, Nilam Permatasari; Muhammad Ikram; Javier Garcia Garcia; Camilo Andres Rodriguez-Nieto
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.v16i2.28482

Abstract

Purpose: This study aims to analyze the problem-solving processes of students with high spatial ability when solving geometry problems based on Higher Order Thinking Skills (HOTS). The research was motivated by the persistently low performance of Indonesian students in international assessments such as PISA and TIMSS, highlighting the need to explore cognitive factors that underpin HOTS, particularly spatial reasoning. Method: A qualitative descriptive approach was employed. Two students with high spatial ability were selected through a snowball sampling technique, based on spatial ability test results and teacher recommendations. Data were gathered through unstructured interviews and classroom observations, focusing on how the participants approached and solved HOTS-based geometry problems. The collected data were analyzed through three stages: data reduction, data display, and conclusion drawing. Findings: The findings show that students with high spatial ability demonstrate effective visualization and reasoning processes that enable them to comprehend problem statements, identify relevant information, and design appropriate strategies for solving HOTS-based geometry problems. They can implement their strategies accurately, evaluate their reasoning, and justify their conclusions confidently. Significance: This study underscores the pivotal role of spatial ability in fostering students’ Higher Order Thinking Skills in geometry learning. The findings suggest the need to incorporate spatial reasoning tasks into mathematics instruction and to design HOTS assessment instruments that account for students’ spatial cognitive profiles.
Realizing sustainable development goal 4 (SDG 4): Examining quality processes, content, and outcomes in higher education students Yanuarto, Wanda Nugroho; Setyaningsih, Eka; Hapsari, Ira; Fukui, Masanori
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.v16i2.28533

Abstract

Purpose: This study explores how Sustainable Development Goal 4 (SDG 4), which emphasises inclusive, equitable, and quality education, is implemented in the context of Indonesian higher education. It focuses on how the quality of teaching processes, curriculum content, and student learning outcomes interact to shape meaningful learning experiences. Method: A cross-sectional quantitative design was used, involving 638 university students from Universitas Muhammadiyah Purwokerto, Indonesia. Data were collected through a structured questionnaire and analysed using Structural Equation Modelling (SEM-AMOS) to examine both direct and indirect relationships among instructional practices, curriculum relevance, and learning achievement. Findings: The analysis showed a strong and positive connection between the quality of educational processes and student outcomes. However, weaker or even negative links were observed between process quality and content, as well as between content and outcomes, suggesting that good teaching practices alone are insufficient without a coherent and relevant curriculum design. Significance: This study deepens the understanding of SDG 4 by showing how pedagogy and curriculum alignment jointly contribute to learning equity in universities. The findings offer practical insights for educators and policymakers striving to enhance teaching quality and inclusiveness in higher education.
Profiles of mathematical identity among prospective mathematics teachers: A qualitative case study across mathematical ability levels Santosa, Yoga Tegar; Setyaningsih, Nining; 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.v16i2.28718

Abstract

Purpose: This study aims to explore how prospective mathematics teachers construct their mathematical identity at different levels of mathematical ability. The research focuses on five key components of mathematical identity: interest, recognition, competence, performance, and belief about the nature of mathematics, and examines how these dimensions interact to shape teachers’ self-perception and readiness for professional practice. Method: A qualitative case study design was employed involving 46 undergraduate students from Mathematics Education programs in the Surakarta region, Indonesia. Three participants representing high, medium, and low mathematical ability levels were purposively selected for in-depth analysis. Data were collected through a non-routine mathematics test, a mathematical identity questionnaire, and semi-structured interviews. The analysis followed the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing, supported by method triangulation for validity. Finding: The findings reveal variations in the formation of mathematical identity across ability levels. High-ability students demonstrated strong and stable identities characterized by internalized motivation, balanced recognition, and reflective competence. Medium-ability students showed partially developed identities influenced by contextual and social factors, while low-ability students exhibited fragile identities shaped by external motivation yet showed emerging reflective awareness. Significance: These findings highlight that mathematical identity develops dynamically through the interaction of cognitive ability, reflection, and social validation. The study emphasizes the need for identity-oriented pedagogical interventions such as guided reflection, peer teaching, and mentoring to strengthen reflective engagement and intrinsic motivation among prospective mathematics teachers. 
Augmented reality as a pathway to inclusive learning: Empowering students with intellectual disabilities to build literacy and numeracy skills Chandra, Detri Amelia; Muslim; Dwiana, Ari Aprilia; Muhajirin, Ahmad; Silitonga, Wulan Afrilia
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.v16i2.28618

Abstract

Purpose: The study aims to design, validate, and evaluate the effectiveness of Augmented Reality (AR)-based learning media to enhance literacy and numeracy among students with intellectual disabilities at Rokan Hulu Special Needs School. Method: This research applied the Multimedia Development Life Cycle (MDLC) model, following six stages: concept, design, material collection, assembly, testing, and distribution. The media were validated by content and media experts, and its effectiveness was assessed using a pretest-posttest design involving six students. Statistical analyses, including paired-sample t-tests and N-Gain calculations, were used to measure the improvement in students' skills. Findings: The AR-based media was highly feasible, with expert validation scores confirming its content relevance and technical quality. Statistical analyses revealed significant improvements in both literacy and numeracy skills, with large effect sizes, suggesting that AR-based learning effectively supports skill development in students with intellectual disabilities. Significance: The study shows that AR technology offers a promising tool for improving literacy and numeracy among students with intellectual disabilities. The findings highlight the potential of AR to enhance engagement, motivation, and learning outcomes in inclusive educational settings. 
Number head together model integrated with Papuan local wisdom in digital technology-based mathematics learning media Ainun Mardiah; Rizky Ekawaty Ahmad; Abu Bakar; Sulkipli M; Novanda Tamelab
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.v16i2.28721

Abstract

Purpose: This study aims to explore how the Numbered Heads Together (NHT) cooperative learning model, when combined with augmented reality (AR) media using Assemblr Edu and Papuan local wisdom, can improve elementary students’ understanding of geometry. Method: A quasi-experimental design was used with two groups: one taught using the integrated model and the other taught with conventional methods. Data were collected through geometry tests, classroom observations, and student questionnaires. The analysis focused on comparing students’ understanding and engagement in both groups. Findings: The integrated learning design helped students become more active, motivated, and collaborative. They showed better understanding of geometric concepts and were more confident in applying them to real-life and cultural contexts. The combination of cooperative learning, digital media, and local wisdom created a more engaging and meaningful learning experience. Significance: This study demonstrates that blending pedagogy, technology, and culture can make mathematics learning more relevant and accessible, especially in frontier and culturally diverse regions. The approach offers a model for teachers seeking to connect abstract mathematical ideas with students’ everyday experiences.

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