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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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Teaching mathematics through cultural contexts and motivation: A study on coastal students’ numeracy learning in West Papua Harlina Harni; Hartono; Yustitia, Via
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.v16i2.29093

Abstract

Purpose: This study explores the effect of culturally responsive teaching (CRT) and learning motivation on numeracy achievement among elementary students in coastal West Papua, Indonesia. It investigates how integrating local cultural contexts into mathematics instruction and fostering student motivation can enhance learning outcomes. Method: A quantitative ex post facto design was applied, involving 30 third-grade students from SD Negeri 35 Kimindores. Data were gathered through a culturally responsive teaching scale, a learning motivation questionnaire, and a contextual numeracy test. Multiple regression analysis was used to assess the relationship between these factors. Finding: The analysis revealed that both culturally responsive teaching and learning motivation significantly impacted numeracy achievement, explaining 69% of the variance in students' performance. Students exposed to culturally relevant lessons showed greater motivation and improved numeracy skills. Significance: The study highlights the value of culturally responsive pedagogy in improving student engagement and achievement in mathematics. By aligning lessons with students' cultural contexts, educators can make learning more meaningful and inclusive. This research emphasizes the need for culturally grounded teaching strategies, particularly in remote areas, to ensure educational equity and foster deeper learning.
Recasting student organizational engagement as a predictor of academic outcomes through median-based robust regression Rahma Faelasofi; Cahyadi, Rahman; Sabila, Amy; Hendrowati, Tri Yuni; M. Badrun
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.v16i2.29097

Abstract

Purpose: This study aims to understand how students’ interest in participating in campus organizations relates to their academic performance. The question is not simply whether interest leads to better grades, but how this interest, which grows from personal motives and external influences, might interact with students’ learning habits in ways that are not always linear or predictable. Method: The research involved 140 students, and organizational interest was measured using a questionnaire that had been validated through confirmatory factor analysis. GPA was collected as the measure of achievement. When the data were examined, both variables showed clear deviations from normality and contained several outliers. Rather than forcing the data into a conventional regression model, the study employed Siegel’s median-based robust regression, which is more capable of producing stable estimates when extreme values distort the usual assumptions. Findings: The analysis showed that organizational interest is supported by indicators with adequate loading values, and the regression results revealed a positive and statistically meaningful relationship between interest and GPA. Students who expressed stronger organizational interest tended to earn higher academic scores, even when the data’s irregularities were taken into account. Significance: The study suggests that organizational engagement is not merely an extracurricular activity but a space where students develop habits and skills that support academic success. It also underlines the value of choosing analytical methods that genuinely fit the nature of educational data, especially when they contain outliers or non-normal patterns.
Place-based ethnomathematics for early numeracy: geometric representations from the tugu pahlawan monument in Surabaya Yustitia, Via; Kintoko, Kintoko; Pamungkas, Megita Dwi; Wijayanti, Septiana
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.v16i2.29234

Abstract

Purpose: This study aims to understand how the cultural elements of Surabaya’s Tugu Pahlawan Monument can be used to introduce basic numeracy in primary school, especially concepts related to plane geometry. The goal is to show that cultural landmarks can offer real and relatable examples for young learners. Method: The research was conducted through a qualitative ethnographic approach. The researcher observed the monument directly, spoke with on-site guides and staff who were familiar with its history, and documented various architectural and visual features. All information gathered from notes, photographs, and short interviews was analyzed using the Miles and Huberman framework to identify patterns that relate to mathematical ideas. Findings: The study found that many parts of the monument display clear geometric forms. These include rectangles, squares, circles, triangles, trapezoids, rhombuses, and even a ten-sided figure. Such shapes appear in the floor patterns, plaques, murals, decorative ornaments, museum structures, and the wheels of military displays. Each of these elements can be directly connected to geometry topics taught in primary classrooms. Significance: The findings highlight the potential of local heritage as a meaningful resource for mathematics education. When students see that the shapes they learn in class appear in a monument tied to their own city’s history, mathematical concepts become easier to grasp and more engaging. This approach supports early numeracy while also helping learners build a stronger connection to their cultural environment.
Development and effectiveness of AI-assisted animated video media on students’ understanding of cuboid and cube concepts in elementary mathematics Musfiroh, Ani; Raharjo, Makmum; Siahaan, Sardianto Markos
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.v16i2.29269

Abstract

Purpose: The study aims to develop and evaluate an AI-assisted animated video designed to improve elementary students’ understanding of cuboid and cube concepts. The research responds to the persistent difficulty young learners face in visualizing three-dimensional objects and seeks to provide a learning medium that is valid, practical, and instructionally effective. Method: The development process followed the ADDIE framework, involving needs analysis, media design, production, classroom implementation, and evaluation. Data were gathered through observations, interviews, expert reviews, student questionnaires, and learning outcome tests. Three experts assessed the media’s content accuracy, visual quality, and language clarity. The effectiveness of the media was examined using a pretest–posttest design with experimental and control groups, and the Mann–Whitney U test was applied due to non-normal score distributions. Findings: The expert validation procedures produced an average score of 92.33 percent, indicating a high level of validity across content, presentation, and linguistic dimensions. Student responses yielded a practicality rating of 89.22 percent, showing that the media was easy to use and engaging. The experimental group achieved a higher posttest mean score of 84.00, compared with 57.60 in the control group. Statistical analysis confirmed a significant difference between the groups (p < 0.05), demonstrating that the animated video supported clearer conceptual understanding of cuboid and cube topics. Significance: The findings highlight the pedagogical benefits of integrating AI-generated visual representations into early mathematics instruction. The media helped reduce abstraction barriers, matched the cognitive needs of young learners, and proved to be a promising digital resource for foundational geometry learning. The study contributes an empirically supported model for future AI-enhanced educational media development within mathematics education.

Page 38 of 38 | Total Record : 374

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