cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
Jl. Endro Suratmin Sukarame Bandar lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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
 37   38   39   40   41 
Developing technology enhanced authentic assessment instruments to measure students non cognitive critical thinking dispositions Pratiwi, Nana Novita; Rasiman, Zubaidah; Munaldus; Fitriawan, Dona
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.v17i1.29369

Abstract

Purpose: Critical thinking is widely recognized as a core competency for 21st-century learners; however, assessment practices in schools continue to prioritize cognitive outcomes through conventional testing methods. As a result, non-cognitive aspects of critical thinking, particularly critical thinking dispositions, remain insufficiently assessed. This study aims to develop and validate authentic assessment instruments that holistically measure students’ non-cognitive critical thinking skills. The instruments were designed to capture dispositional dimensions of critical thinking through a combination of an authentic assessment scale, reflective journals, and discussion observation sheets. Method: This study employed a research and development (R&D) approach using the 4D model consisting of Define, Design, Develop, and Disseminate stages. The development process involved needs analysis, instrument design, expert validation, and limited field testing. Participants included nine expert lecturers, six junior high school mathematics teachers, and one class of junior high school students, selected purposively. Content validity was examined using Aiken’s V, while internal consistency reliability was assessed using Hoyt’s formula. Instrument readability and practicality were evaluated through structured response questionnaires administered to teachers and students, with data analyzed descriptively using percentage scores. Findings: The results indicate that all instruments demonstrated high content validity and strong reliability, with coefficients of 0.834 for the authentic instrument, 0.901 for the reflective journal, and 0.879 for the observation sheet. Readability analysis confirmed suitability for junior high school students. Teacher responses were very high (87.4%–91.3%), and student responses were positive (83.07%–85.5%), indicating good usability and relevance. Significance: This study provides empirically validated authentic assessment instruments that support holistic evaluation of non-cognitive critical thinking skills, offering a meaningful alternative to conventional assessment practices and contributing to the advancement of formative, disposition oriented assessment in contemporary education.
Improving students' numeracy literacy through challenge-based stem context learning website using flipped classroom assisted by animation video Meilina, Selva Ayu; Ardiansyah, Adi Satrio; Rahardi, Wilis
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.v17i1.29643

Abstract

Purposes: The low PISA 2022 results show that students' numeracy literacy skills in Indonesia are still far below the international average. So, this research aims to examine the feasibility, the effectiveness, and student responses of challenge-based STEM context learning website named PythaFlip website to improve students numeracy literacy. Method: The research method used was Research and Development (RnD) with a 4D model (define, design, develop, and disseminate). In addition, data analysis was conducted quantitatively and qualitatively based on research instruments that had been distributed to teachers, students, and validators. Findings: The results showed a feasibility result of 85.475% with a very feasible criterion. The effectiveness test indicated that improvement of students numeracy literacy reached a high criterion reflected by  score of , the student completion scores with KKTP of 70, the proportion of students who completed the average in posttest was above 70%, and an average pretest-posttest difference of 42.7875. In addition, student responses test results showed an average score of 90.75% with a very good criterion. Significance: Based on the results, it can be concluded that the PythaFlip website is very feasible, effective, and received very good responses so it contributes significantly to improving students numeracy literacy.
Developing a local instruction theory for fraction learning through a cultural context Arbella Sri Marleny; Zulkardi; Putri, Ratu Ilma Indra; Hartono, Yusuf
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.v17i1.29646

Abstract

Purpose: Learning fractions at the elementary school level remains challenging due to the abstract nature of fraction concepts and students’ difficulties in interpreting multiple representations. This study aims to develop a structured learning trajectory that supports students’ understanding of fractions by integrating the local cultural context of melemang from Muara Enim, thereby reducing abstraction and enhancing meaningful learning. Method: The study employed a design research methodology in the form of validation studies, consisting of three iterative stages: preliminary design, teaching experiment, and retrospective analysis. The participants were 28 lower-grade students from an elementary school in Muara Enim Regency. Data were collected through student worksheets (LKPD), classroom observations, and documentation of students’ learning activities. The analysis focused on examining the alignment between the Hypothetical Learning Trajectory (HLT) and students’ actual learning processes. Findings: The results indicate that the designed HLT was largely consistent with students’ learning trajectories, particularly in supporting the transition from concrete experiences to visual and symbolic representations of fractions. However, several students required additional instructional scaffolding to connect visual models with formal notation and to recognize fraction equivalence. The retrospective analysis led to the formulation of a Local Instructional Theory (LIT) emphasizing three key principles: the use of meaningful cultural contexts, progressive representational development, and adaptive scaffolding to address misconceptions. Significance: This study contributes theoretically by developing a culturally grounded LIT that integrates Realistic Mathematics Education (RME) with local culture and practically by providing teachers with a contextual instructional model to enhance students’ conceptual and procedural understanding of fractions.
Developing STEM integrated analysis geometry learning materials through digital visualization and e-learning platforms Fitriawan, Dona; Siregar, Nurfadilah; Hartoyo, Agung; Sulistyowati, Endar
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.v17i1.29388

Abstract

Purpose: This study aims to develop STEM-based Analytical Geometry teaching materials integrated with digital visualization tools and e-learning platforms. The goal is to enhance students’ conceptual understanding, spatial visualization, and problem-solving skills while addressing the limitations of traditional instruction, particularly in connecting abstract concepts to real-world applications. Method: A research and development approach was employed using the ADDIE model (analysis, design, development, implementation, and evaluation). The study involved 93 fifth-semester undergraduate mathematics education students. Data were gathered through observations, interviews, needs analysis questionnaires, expert validation, learning outcome tests, and student feedback. The teaching materials included various digital tools such as GeoGebra, PhET, Maple, Tinkercad, and Google Colab, supporting STEM-based learning and engineering projects. Quantitative data were analyzed using descriptive statistics and gain score analysis, while qualitative data were used to interpret the implementation process. Findings: The developed materials achieved a high validity score (4.58/5). The implementation through e-learning led to a 36.6% improvement in student learning outcomes. Student feedback was overwhelmingly positive, with a score of 4.63, particularly in visual clarity and ease of use. Engineering projects, such as robot path design, enhanced students’ spatial reasoning and facilitated concept transfer. Significance:This study provides evidence that integrating STEM, digital visualization, and e-learning significantly enhances the effectiveness of analytical geometry learning, offering practical implications for innovative mathematics education technologies aligned with Industry 4.0 and Society 5.0.
Teacher communication in technology enhanced mathematics classrooms: effects on students conceptual understanding and mathematical creativity Nuryadin, Aliman; Firdaus, Muhamad; Astuti, Reni
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.v17i1.29478

Abstract

Purpose: This study aims to investigate the influence of teacher communication skills on junior high school students’ mathematical conceptual understanding and creativity in classroom learning. Method: A quantitative explanatory research design was employed. The participants consisted of 34 junior high school students selected through purposive sampling. Data were collected using a teacher communication questionnaire, a mathematical conceptual understanding test, and a mathematical creativity test, supported by structured classroom observations to capture communication practices during instruction. All instruments were validated by experts and demonstrated acceptable reliability. Data analysis involved descriptive statistics and multiple linear regression, preceded by tests of normality, linearity, and multicollinearity to ensure the appropriateness of the regression model. Findings: The findings indicate that teacher communication has a significant effect on students’ mathematical conceptual understanding (t = 4.42, p < 0.001, R² = 0.364) and mathematical creativity (t = 3.54, p = 0.001, R² = 0.299). Students showed better conceptual comprehension when teachers provided clear, step-by-step explanations, used visual representations, and facilitated open dialogue. Mathematical creativity increased when students were encouraged to explore multiple solution strategies in a supportive communicative environment. Significance: This study highlights teacher communication as a key instructional factor influencing both conceptual understanding and creativity in mathematics learning. The findings suggest that strengthening teachers’ communication skills can enhance learning quality and support the development of meaningful and creative mathematical thinking in junior high school classrooms.
Mathematics anxiety and students mathematical representation ability within a technology supported compassion based mathematics learning environment Rustam; Nurfatin, Nafisa; Bistari
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.v17i1.29481

Abstract

Purpose: This study aims to examine the relationship between mathematics anxiety and students’ mathematical representation ability within a compassion-based and technology-supported mathematics learning environment at the elementary school level. The research addresses the limited empirical evidence integrating affective and cognitive dimensions of mathematics learning in a single analytical framework. Method: A quantitative exploratory correlational design was employed involving 22 sixth-grade students from an elementary school in Indonesia. Participants experienced mathematics instruction implemented through a compassion-based approach supported by instructional technology. Data were collected using a mathematics anxiety questionnaire, an essay-based mathematical representation test assessing verbal, symbolic, and visual representations, and a compassionate learning perception scale. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM), complemented by descriptive statistical analysis. Findings: The results indicate that students demonstrated relatively high levels of mathematics anxiety, while their mathematical representation ability ranged from low to moderate with notable individual variation. Mathematics anxiety was strongly associated with students’ perceptions of a compassionate learning environment; however, the structural relationships among the studied variables were not statistically significant. Significance: This study provides preliminary empirical insight into the interaction between affective and cognitive factors in mathematics learning within a compassion-oriented and technology-supported context. The findings underscore the importance of integrating emotional support and instructional technology in mathematics education and suggest the need for further research with larger samples and extended intervention periods.
Exploring critical thinking processes of a field independent elementary student with low self efficacy in numeracy problem solving Yustitia, Via; Patmaningrum, Agustin; Yekti, Sherly Mayfana Panglipur; Sari, Nurul Husnah Mustika; Erdyna Dwi Etika
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.v17i1.29529

Abstract

Purpose: This study aims to describe the critical thinking abilities of elementary school students with a field independent cognitive style and low self efficacy innumeracy problem solving. The study focuses on how students demonstrate critical thinking through clarification, strategy selection, and inference when addressing mathematical tasks.Method: A qualitative research approach was employed to gain an in-depth understanding of students thinking processes. The participants consisted of eight fifth grade students from SDN Ketintang II, selected through purposive sampling. Data were collected using the Group Embedded Figure Test (GEFT) to identify cognitive styles, self efficacy questionnaires to determine affective characteristics, numeracy tests, and semi-structured interviews. The data were analyzed through qualitative procedures, including data reduction, data display, and conclusion drawing. To ensure data credibility, technique triangulation and time triangulation were applied.Findings: The findings reveal that students with a field-independent cognitive style and low self efficacy were able to meet the three critical thinking indicators used in this study. Students demonstrated the ability to identify relevant information during the clarification stage, select appropriate strategies to solve numeracy tasks, and draw conclusions based on the information obtained.However, although these students tended to solve problems independently without seeking assistance from teachers or peers, they frequently expressed uncertainty regarding the accuracy of their answers, even when applying familiar solution strategies.Significance: This study provides insight into the interaction between cognitive style and self efficacy in shaping students’ critical thinking during numeracy activities in elementary mathematics learning. The findings suggest that strong cognitive independence does not automatically lead to high confidence in problem solving, highlighting the importance of integrating affective support alongside cognitive strategy instruction in elementary mathematics learning.
Enhancing students conceptual understanding of advanced mathematical concepts through a deep learning based chatbot Rukmana, Trisna; Ikhlas, Al; Heswari, Sonya
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.v16i1.29661

Abstract

Purpose: The rapid advancement of artificial intelligence (AI), particularly deep learning, has created new opportunities for enhancing learning in mathematics and physics education. This study aims to develop and modify a deep learning based chatbot model to improve students’ conceptual understanding of advanced mathematical concepts, including calculus, linear algebra, and differential equations, which are widely applied in physics-related learning at the undergraduate level. Method: This study employed a research and development (R&D) approach consisting of needs analysis, model design, implementation, and evaluation stages. The chatbot was developed by integrating deep learning algorithms with natural language processing (NLP) and domain-specific mathematical training datasets. The implementation involved undergraduate students at STKIP Muhammadiyah Sungai Penuh. Data were collected through pre-tests and post-tests to measure conceptual understanding, student questionnaires to examine learning motivation and usability, and expert validation to assess content validity and pedagogical suitability. Quantitative data were analyzed using normalized gain scores and paired statistical testing, while qualitative feedback was examined descriptively. Findings: The results show that the modified chatbot significantly improved students’ conceptual understanding of advanced mathematical concepts compared to conventional learning approaches. Students demonstrated higher learning gains and increased motivation, particularly due to the chatbot’s ability to provide contextual feedback, step-by-step problem-solving assistance, and adaptive learning support. Expert evaluations confirmed the practicality and educational relevance of the developed chatbot. Significance: This study demonstrates that AI-powered chatbots can function as effective supplementary learning tools in higher education mathematics. By bridging advanced mathematical content with physics-related applications, the chatbot supports independent learning and contributes to the development of intelligent educational technologies for complex STEM subjects.
Design and validation of a PISA oriented instructional module for linear functions aligned with the merdeka curriculum Eka, Firmina; Suratman, Dede; Rifat, Mohammad; Siregar, Nurfadilah; Hamdani
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.v17i1.29709

Abstract

Purpose: This study aims to design and validate a PISA-oriented instructional module for linear functions aligned with the Learning Outcomes of the Merdeka Curriculum. Method: This study employed a qualitative educational design research approach through document analysis and expert validation. The design process was based on an analysis of the Merdeka Curriculum Learning Outcomes (Phase D), the PISA 2022 Mathematics Framework, and relevant linear function materials. The instructional module was developed iteratively and validated in two cycles by two mathematics education lecturers and one junior high school mathematics teacher. Validation criteria covered content accuracy, pedagogical alignment, integration of PISA competencies, linguistic clarity, and instructional design quality. Findings: The needs analysis indicated that teachers did not yet possess structured PISA-based instructional modules. The first validation cycle highlighted the need to improve the clarity of learning objectives, interpretation-oriented tasks, activity differentiation, language consistency, and visual presentation. After systematic revisions, the second validation cycle confirmed that the module met feasibility standards across content, pedagogy, language, and instructional design aspects. Significance: This study provides a validated instructional module that bridges national curriculum demands and international mathematical literacy standards, offering a practical and theoretically grounded reference for integrating PISA-oriented learning into classroom instruction.
A humanistic oriented redesign of junior high school algebra teaching modules for the industrial revolution 5.0 Permanda, Saul; Rifat, Mohammad; Yani T, Ahmad; Suratman, Dede
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.v17i1.29733

Abstract

Purpose: This study aims to redesign junior high school algebra teaching modules by integrating humanistic learning principles that respond to the educational demands of the Industrial Revolution 5.0. Method: A descriptive qualitative approach was employed through systematic document analysis, expert validation, and iterative revision. The data sources consisted of official algebra teaching modules obtained from the Ministry of Education and Culture’s Ruang Pendidikan platform. Data were collected using document analysis sheets, validation questionnaires, and semi-structured interview guidelines. The redesigned modules were evaluated by two mathematics education lecturers and one practicing junior high school teacher. Data analysis was conducted using qualitative descriptive techniques supported by simple quantitative summaries of validation results to ensure consistency and credibility. Findings: The findings indicate that the original teaching modules were predominantly teacher-centered and did not adequately incorporate key humanistic learning components, including exploration, collaboration, feedback, reflection, and learning technology integration. Expert questionnaire and interview results identified several aspects requiring revision, particularly the clarity of learning activity instructions, the design of group-based learning tasks, feedback mechanisms, and the focus of reflection questions. These findings informed the restructuring of the module into a more learner-centered and humanistic-oriented design. Significance: This study contributes a validated procedural framework for redesigning mathematics teaching modules grounded in humanistic learning principles within the context of the Industrial Revolution 5.0. The findings offer practical guidance for teachers and curriculum developers in adapting existing instructional materials into more engaging, reflective, and contextually relevant learning resources.

Page 39 of 42 | Total Record : 411

 37   38   39   40   41 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika Vol 11 No 2 (2020): Al-Jabar: Jurnal Pendidikan Matematika Vol 11 No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika Vol 10 No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika Vol 10 No 1 (2019): Al-Jabar: Jurnal Pendidikan Matematika Vol 9 No 2 (2018): Al-Jabar: Jurnal Pendidikan Matematika Vol 9 No 1 (2018): Al-Jabar: Jurnal Pendidikan Matematika Vol 8 No 2 (2017): Al-Jabar: Jurnal Pendidikan Matematika Vol 8 No 1 (2017): Al-Jabar: Jurnal Pendidikan Matematika Vol 7 No 2 (2016): Al-Jabar: Jurnal Pendidikan Matematika Vol 7 No 1 (2016): Al-Jabar: Jurnal Pendidikan Matematika Vol 6 No 2 (2015): Al-Jabar: Jurnal Pendidikan Matematika Vol 6 No 1 (2015): Al-Jabar: Jurnal Pendidikan Matematika More Issue