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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 411 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.
Siegel's robust regression model in analyzing the effect of organizational interest on student academic achievement 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.
Evaluating chatGPT’s accuracy in understanding statistical concepts: Performance and implications for learning Rahmawati, Fitriana; Noviyana, Hesti; Mauliana, Yunita; Pradana, Kenny Candra; Pratama, Ryan; Zakia, Atiqo Haya
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.v16i2.28828

Abstract

Purpose: This study examines students’ ability to comprehend statistical concepts explained by ChatGPT and explores both students’ and lecturers’ perceptions regarding the clarity and instructional appropriateness of ChatGPT’s explanations within the framework of Intelligent Tutoring Systems (ITS), particularly in learning contexts that require high cognitive engagement. Method: A qualitative approach with a quasi-experimental design was employed. Participants were divided into an experimental group that utilized ChatGPT during learning activities and a control group that received conventional lecturer-led instruction. Data were gathered through quizzes, classroom observations, and Focus Group Discussions (FGDs) involving students and lecturers. The collected data were analyzed descriptively using the Miles and Huberman model to identify recurring themes related to conceptual understanding, learning behavior, and instructional effectiveness. Findings: The results reveal that most students experienced substantial difficulty in understanding statistical explanations generated by ChatGPT. Students frequently relied on copying answers without critically engaging with the reasoning process. Major obstacles included fragmented explanations, unfamiliar symbolic representations, and the use of technical language that exceeded students’ conceptual readiness, leading to weak conceptual understanding. Conversely, students who possessed a solid foundation in statistical concepts demonstrated better learning outcomes, even when using ChatGPT. Lecturers consistently emphasized that ChatGPT cannot substitute the pedagogical role of lecturers but may provide limited support when its use is guided and supervised. Significance: This study underscores that ChatGPT should be positioned as a supplementary instructional tool rather than a primary source of explanation in statistics education. Effective integration requires structured guidance, conceptual reinforcement, and the cultivation of students’ critical thinking skills to avoid misconceptions. These findings contribute to the discourse on responsible human AI collaboration in higher education and offer practical implications for implementing generative AI within ITS based learning environments.
Mapping research trends on mathematics learning media for students with special needs: A bibliometric analysis (2010–2025) Nanang Khuzaini; Nasrulloh, Muhammad Farid; Fariha, Naela Faza; Rumasoreng, Muhammad Irfan
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.v16i2.29099

Abstract

Background: Inclusive education has increasingly emphasized the importance of developing learning media that cater to the diverse needs of students, including those with special needs. However, the research landscape on mathematics learning media in this context remains fragmented, necessitating a comprehensive overview to identify patterns, gaps, and future directions. Aim: This study aims to map the development and trends in research related to mathematics learning media for students with special needs within the context of inclusive education from 2010 to 2025. Method: The study employed a bibliometric analysis using data obtained from Scopus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards to ensure transparency and replicability. Data were analyzed with R Studio (Bibliometrix package) for bibliometric description and VOSviewer for visualizing collaboration networks, thematic evolution, and conceptual structures. Result: The findings indicate a significant increase in publications over the past decade, primarily focusing on assistive technology, inclusive education, and learning disabilities. Three major thematic clusters emerged: (1) Assistive Technology and Learning Innovation, (2) Inclusive Education and Rehabilitation, and (3) Children and Academic Achievement. The collaboration network highlighted dominant contributions from the United States, the United Kingdom, and Australia, suggesting that research in this field is still largely driven by developed countries. The strategic diagram analysis identified special needs education and assistive devices as potential emerging themes. Conclusion: The study reveals a research gap in integrating adaptive technologies such as AI, VR, and AR into inclusive mathematics learning, and in examining their relationship with learning outcomes and individual needs. Future research should emphasize multidisciplinary collaboration among educational technology, psychology, and special education to develop adaptive, inclusive, and student-centered learning media.
A needs analysis of ethnomathematics based digital learning modules: teachers and students perceived usefulness in senior high school mathematics Bela, Maria Editha; Tali Wangge, Maria Carmelita; Wewe, Melkior; Hari, Christina Lusiana; Sayangan, Yohanes Vianey; Pantaleon, Kristianus Viktor; Kila Keli, Yohanes Oskarito
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.v16i2.29293

Abstract

Purpose: This study aims to analyze the instructional needs and perceived usefulness of ethnomathematics-based learning modules in senior high school mathematics. The focus is placed on curriculum alignment, integration of local cultural contexts, and the potential of these modules to support contextual and meaningful learning experiences for both teachers and students. Method: A descriptive mixed-methods design was employed, combining quantitative and qualitative approaches. The participants consisted of four mathematics teachers and twenty students drawn from four senior high schools in the Golewa region. Data were collected using closed-ended questionnaires based on a four point Likert scale to capture perceptions related to instructional needs, relevance, and usefulness of ethnomathematics based modules. To enrich and validate the quantitative data, semi-structured interviews were conducted with selected participants. Quantitative data were analyzed using percentage-based Likert index calculations, while qualitative data were analyzed descriptively to support interpretation of the findings. Findings: The results indicate that the availability of ethnomathematics-based teaching modules in senior high school mathematics remains limited. From the teachers’ perspective, the average needs score reached 85.5%, highlighting strong demands for contextual learning resources aligned with the curriculum and local culture. From the students’ perspective, the perceived usefulness score averaged 82%, indicating positive responses toward increased engagement, improved conceptual understanding, and stronger connections between mathematics and everyday life. Significance: The findings demonstrate that ethnomathematics-based learning modules represent a valuable instructional innovation with the potential to enhance the quality of mathematics learning. This study provides empirical evidence to inform the development of culturally responsive and context-based learning resources that support meaningful mathematics education.
Error analysis in algebraic operations: Identifying and addressing misconceptions in algebraic learning Susanti, Dwi; Yulianti, Eka; Noviantari, Ika
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.v16i2.29351

Abstract

grade students at SMP Islam Terpadu Ulul Albab Tarakan. The research focuses on identifying the nature of these misconceptions and exploring strategies for improving algebraic learning. Method: A qualitative case study approach was employed, involving six students who demonstrated consistent misconceptions in solving algebraic problems. Data were collected through document analysis of students’ algebraic problem-solving assignments and semi-structured interviews with the students and their mathematics teacher. This triangulation of methods ensured comprehensive data and insights into the students’ misconceptions. Findings: The analysis revealed four primary types of misconceptions: (1) misunderstanding the meaning of algebraic problems, where students mistakenly applied arithmetic strategies; (2) confusion regarding algebraic forms, especially with exponents and coefficients; (3) errors in algebraic operations, such as incorrectly combining unlike terms; and (4) misconceptions in handling operations involving negative and positive numbers, leading to incorrect subtraction. Significance: The study highlights the critical impact of misconceptions on students’ understanding of algebra. It suggests that misconceptions, if left unaddressed, can impede students’ progress in learning advanced mathematics. The findings recommend the use of teaching strategies like Problem-Based Learning (PBL) to foster conceptual clarity and enhance students’ problem-solving abilities. This research provides valuable insights into addressing algebraic misconceptions and improving algebraic education.
Artificial intelligence integration in a web-based e-storyboard system: A 4D framework for advancing interactive multimedia design Budiarti, Marlinda Indah Eka; Arsyad, Rahmatullah bin; Fathurahman, Muhammad; Kahar, Muhammad Syahrul; Payapo, Fatmawati
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.v16i2.29418

Abstract

Purpose: This study aims to develop an AI-assisted e-storyboard that is accessible through a web-based platform and to examine its validity and practicality for supporting students in designing interactive multimedia learning materials. Method: The study employed a research and development approach using the Four-D (Define, Design, Develop, and Disseminate) framework. Data were collected from mathematics education students and expert validators at Muhammadiyah University Sorong through needs-analysis questionnaires, expert validation instruments, and student response questionnaires. The collected data were analyzed descriptively using percentage-based criteria to determine the validity and practicality of the developed system. Findings: The developed e-storyboard integrates artificial intelligence features that provide recommendations for visual, audio, textual, and animation elements based on user input. Expert validation results indicated that the product achieved a high level of feasibility across language, content, and media aspects, with an overall validity score of 91.25 percent. Student responses also demonstrated strong acceptance of the system, with a practicality score of 87 percent. Although minor technical challenges were reported in relation to certain interactive components, the majority of users found the platform easy to use, engaging, and helpful in structuring multimedia design tasks. Significance: The findings indicate that the AI-assisted web-based e-storyboard is both valid and practical as a tool for interactive multimedia planning. By offering real-time recommendations and collaborative features, the system reduces common difficulties associated with manual storyboard development and supports a more efficient and structured multimedia design process. This study contributes to the advancement of educational technology by demonstrating how artificial intelligence can be meaningfully integrated into instructional design frameworks to support student creativity and learning.
Tracing students understanding and misconceptions of continuity and differentiability through multi representations of mathematical problem Arsyad, Nurdin; Ikram, Muhammad; Alimuddin, Fauziyyah; Nisa, Khaerun; Sosa-Moguel, Landy; Garcia-Garcia, Javier
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): 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.v17i1.29062

Abstract

Purpose: This study investigates undergraduate students’ understanding and misconceptions concerning continuity and differentiability across multiple mathematical representations. It specifically examines whether misconceptions remain stable or shift when concepts are presented in symbolic, graphical, and contextual forms. Method: A qualitative exploratory case study was conducted involving 83 undergraduate mathematics education students at a leading public university in Indonesia. Data were collected using 11 validated and reliable multiple-choice items designed to elicit reasoning across different representations. Students’ written responses were analyzed to identify patterns of understanding and error. In-depth interviews with selected participants were conducted to clarify underlying reasoning processes. A collective case study framework was employed, treating each representation as a micro case to enable systematic cross-representation comparison. Findings: The results indicate that misconceptions were widespread and often consistent across representations. Common errors included interpreting graphical smoothness as proof of differentiability, assuming differentiability without verifying continuity, and conflating the existence of a limit with the function’s value. Many students relied on procedural manipulation, visual intuition, or contextual familiarity rather than formal limit-based reasoning, revealing fragmented conceptual understanding. Significance: The findings highlight the need for instructional approaches that explicitly integrate multiple representations and strengthen connections between intuitive reasoning and formal definitions. By addressing persistent misconceptions across representations, calculus instruction can better support the development of coherent and conceptually grounded mathematical understanding.

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