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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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The effectiveness of STEM based mathematics Learning media in enhancing students higher order thinking skills Sukmawati, R Ati; Pramita, Mitra; Saputra, Novan Alkaf Bahraini
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.v16i1.29736

Abstract

Purpose: This study aims to address this issue by examining the effectiveness of interactive STEM-based mathematics learning media in enhancing students higher-order thinking skills compared to conventional instructional approaches. Method: This study employed a quantitative approach using a quasi-experimental design with a non-equivalent pretest posttest control group. The participants consisted of eighth grade students divided into an experimental group and a control group. The experimental group was taught using interactive STEM-based mathematics learning media, while the control group received conventional, teacher centered instruction. Students higher order thinking skills were assessed using HOTS-oriented test instruments developed based on the Revised Bloom’s Taxonomy. Data analysis was conducted using normalized gain (N-gain) scores and inferential statistical tests to determine the magnitude and significance of learning improvements. Findings: The results indicate that students in the experimental group showed significantly greater improvement in higher-order thinking skills than those in the control group. The experimental group achieved a high normalized gain score (N-gain = 0.77), whereas the control group attained a moderate gain score (N-gain = 0.64). Further analysis revealed that the most notable improvements occurred in the analysis and evaluation indicators, while gains in the creation indicator remained at a moderate level. Significance: These findings provide empirical evidence that interactive STEM-based mathematics learning media effectively supports the development of students’ higher-order thinking skills by promoting active engagement, independent learning, and contextual problem solving. This study highlights the potential of STEM integration as a strategic approach to fostering essential 21st-century cognitive competencies in mathematics education.
Integrating augmented reality storytelling into early childhood mathematics: design, validation, and effectiveness of a marker based interactive e-book Sihombing, Sri Cahaya; Utoyo, Setiyo; Rakimahwati; Mahyuddin, Nenny
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.v17i1.30287

Abstract

Purpose: This study aimed to develop and evaluate an Augmented Reality (AR) marker based interactive picture story e-book designed to enhance early childhood mathematical abilities. Method: A Research and Development (R&D) approach was employed using the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. The study involved 28 children aged 5 6 years. The development process began with a needs analysis to identify gaps in existing instructional practices. The e-book incorporated key mathematical domains, including number concepts, patterns, geometry, measurement, and simple data representation, supported by AR visualization and interactive activities. Content validity was assessed by media, material, and early childhood mathematics experts. Practicality was examined through small and large group trials, while effectiveness was measured using a one-group pretest posttest design analyzed with the Wilcoxon Signed Ranks Test and N-gain score calculation. Findings: The needs analysis revealed a high demand for interactive digital mathematics media (89.8%). Expert validation indicated high validity levels, and practicality testing demonstrated strong usability. Statistical analysis showed a significant improvement in children’s mathematical abilities (p < .05), with a high N-gain score (0.70). Significance: The findings suggest that AR integrated storytelling provides an effective and engaging approach to strengthening early mathematical competencies within technology-enhanced learning environments.
Effects of the RADEC learning model and cultural integration on early childhood mathematics achievement Putri, Elsy Assari; Rakimahwati; Utoyo, Setiyo; Mahyuddin, Nenny
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.v17i1.30290

Abstract

Purpose: This study aims to examine the effects of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model and local cultural integration on early childhood mathematical development. The research specifically analyzes the independent and interaction effects of instructional model and cultural context on children’s mathematical performance. Method: A quantitative approach was employed using a 2×2 factorial experimental design. The participants consisted of 52 kindergarten children divided into four groups: RADEC with cultural integration, RADEC without cultural integration, conventional learning with cultural integration, and conventional learning without cultural integration. The cultural component incorporated elements of Minangkabau traditions into mathematics learning activities. Children’s mathematical abilities were assessed using a validated instrument covering numbers, classification, measurement, sequencing, geometry, and patterns. The data were analyzed using Two-Way Analysis of Variance (ANOVA) at a 0.05 level of significance. Findings: The results revealed significant main effects of both the RADEC learning model and local cultural integration on children’s mathematical development (p < .05). Learners exposed to RADEC-based instruction achieved higher mathematical performance compared to those receiving conventional instruction. Similarly, integrating cultural contexts significantly enhanced children’s conceptual understanding. However, no statistically significant interaction effect was found between the learning model and cultural integration. Significance: The findings provide empirical support for the role of structured constructivist pedagogy and culturally responsive instruction in early childhood mathematics education, offering practical implications for designing meaningful and context-based learning experiences.
Motivation, learning approaches and mathematics achievement: evidence from cambodian high school students Phan, Bora; Long, Ratha; Ngorntheng, Thol; Vuthy, Chem
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.v17i1.29191

Abstract

Purpose: This study aims to examine the relationship between motivational factors and academic achievement in mathematics, with particular attention to intrinsic motivation, extrinsic motivation, and subjective task value. Method: A cross-sectional survey design was employed involving 571 high school students from several educational institutions in Kampong Cham Province, Cambodia. The participants included students from both non-urban (32.0% male, 43.8% female) and urban areas (8.9% male, 15.2% female), with a mean age of 17.20 years (SD = 0.294). Data were collected using validated questionnaires that measured intrinsic motivation, extrinsic motivation, subjective task value, learning approaches, and mathematics academic achievement. The reliability of the instrument was confirmed with a Cronbach’s alpha coefficient of 0.720. Data analysis was conducted using correlation and mediation analyses to identify relationships among the study variables. Findings: The findings indicate that intrinsic motivation significantly predicts students’ academic achievement in mathematics and shows a stronger influence compared to extrinsic motivation. Deep learning strategies are positively associated with academic achievement and support higher levels of conceptual understanding. In contrast, surface learning approaches demonstrate a negative relationship with academic performance. Additionally, subjective task value strengthens the relationship between intrinsic motivation and academic achievement. Significance: These results highlight the importance of fostering intrinsic motivation and promoting deep learning strategies to enhance students’ engagement and achievement in mathematics education.
The impact of the PASPOR learning model on pre-service teachers’ mathematical communication skills across initial ability levels Jufri; Muslim; Pariang Sonang Siregar
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.v17i1.29576

Abstract

Purpose: Therefore, this study aims to examine the effectiveness of the PASPOR learning model in improving students’ mathematical communication skills and to determine whether learning gains differ across initial ability levels. Method: This study employed a quasi-experimental approach using a one-group pretest posttest design. The participants consisted of 62 pre-service elementary teachers enrolled in a mathematics course. Data were collected through a validated mathematical communication test administered before and after the implementation of the PASPOR learning model. The collected data were analyzed using descriptive statistics to describe changes in performance, normalized gain (N-Gain) to measure the magnitude of improvement, and one-way ANOVA to compare learning gains among students categorized into low, medium, and high initial ability groups. Findings: The results indicate a substantial improvement in students’ mathematical communication skills following the implementation of the PASPOR model. The mean score increased from 43.84 in the pretest to 80.65 in the posttest. The average N-Gain of 0.67 indicates a medium-to-high level of improvement. In addition, ANOVA results showed no statistically significant differences in learning gains across initial ability groups (F = 0.536, p = 0.588). Significance: These findings suggest that the PASPOR learning model effectively enhances mathematical communication skills and supports equitable learning improvement among students with diverse initial abilities.
Operationalizing dominant mathematical representations in real analysis through an open ended diagnostic Nursupiamin; Resnawati; Ikram, Muhammad; Rustan, Edhy; Rochaminah, Sutji; Sudarsana, I Wayan
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.v17i1.29911

Abstract

Purpose: This study aims to develop an open-ended diagnostic test to identify pre-service mathematics teachers’ Dominant Mathematical Representations (DMR) in Real Analysis, with a specific focus on convergent sequences. Method: A Research and Development (R&D) approach was employed using Plomp’s development model, which includes preliminary research, prototyping, and assessment phases. The diagnostic instrument was constructed based on representational theory and consisted of six open-ended tasks designed to elicit representational choice, integration, and transferability. Content validity and linguistic clarity were evaluated by two mathematics education experts and one language expert. A limited field trial involving 19 pre-service mathematics teachers was conducted to examine the instrument’s validity and practicality. Data were collected through the diagnostic test, expert validation sheets, and a student response questionnaire, and analyzed descriptively using qualitative feedback and quantitative percentage-based indicators. Findings: The results indicate that the developed diagnostic test demonstrates strong content validity, with a mean validity score of 85.4%, classified as very valid. The practicality evaluation yielded a mean score of 83.7%, indicating that the instrument is very practical in terms of clarity, format, language, and time allocation. Expert review confirmed alignment between the test items and the DMR construct, while student responses indicated feasibility and comprehensibility. Significance: This study contributes to mathematics education assessment by operationalizing Dominant Mathematical Representations as an explicitly assessable construct through open-ended diagnostic tasks, providing a foundation for representation-sensitive instruction in Real Analysis.
Mapping students learning needs through design thinking to support critical thinking in mathematics Nabila Zulfaniar, Eva; Purwosetiyono, FX Didik; Buchori, Achmad
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.v17i1.30109

Abstract

Purpose: This study aims to investigate how the Design Thinking framework can be systematically utilized to map junior secondary students’ learning needs in mathematics to support the development of critical thinking skills. Method: An exploratory qualitative design was employed, applying the empathize, define, and ideate stages of the Design Thinking process. The participants consisted of 80 students from Grades VII–IX and 7 mathematics teachers from three junior secondary schools in Pemalang Regency, Indonesia. Data were collected through expert-validated questionnaires, classroom observations, and semi-structured interviews. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing, supported by triangulation to ensure credibility. To reinforce the proposed instructional solutions, a quantitative meta-analytic synthesis of five relevant empirical studies was conducted using JASP software to estimate pooled effect sizes. Findings: The results indicate a substantial discrepancy between conventional teacher-centered instruction and students’ need for interactive, visual, and problem-oriented learning experiences. The ideation stage produced three key solutions: booklet-based materials, Creative Problem Solving (CPS) activities, and gamified digital tools such as QuizWhizzer. The meta-analytic findings demonstrated a moderate and statistically significant pooled effect size (ES = 0.740, p < 0.05), supporting the potential effectiveness of these approaches in fostering critical thinking. Significance: This study offers a structured framework for integrating Design Thinking into mathematics learning needs analysis and provides evidence-based guidance for designing innovation-oriented instructional practices.
Profiling junior high school students’ conceptual understanding of the Pythagorean theorem across ability levels Nur Rahmah; T, Irma; Putri, Aisyah; Muhammad Ikram; Landy Sosa-Moguel
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.v17i1.30110

Abstract

Purpose: This study aimed to map students’ conceptual understanding of the Pythagorean Theorem and to identify distinct conceptual profiles across different levels of understanding. Method: This research adopted a qualitatively driven design with a pragmatic stance. A two-item essay test was administered to 325 students aged 13–14 years (162 boys and 163 girls) to classify their levels of conceptual understanding and to determine participants for follow-up interviews. The instrument demonstrated strong psychometric properties, including content validity of 90.3%, item–total correlations of 0.72 and 0.75, and a Cronbach’s alpha coefficient of 0.83. Based on the classification results, selected students representing low, medium, and high levels of understanding participated in in-depth interviews. Data from written responses and interview transcripts were analysed using thematic analysis to identify patterns of conceptual reasoning. Findings: The results revealed three distinct conceptual profiles. Students at the low level tended to rely primarily on memorised formulas, frequently exhibited misconceptions, and provided limited justification for their solutions. Students at the medium level showed partial integration of representations but relied on constrained strategies and demonstrated inconsistent reasoning. In contrast, high-level students displayed relational understanding by integrating diagrams, symbolic representations, and coherent explanations while connecting the theorem to contextual situations. Significance: The findings provide level-specific descriptions of conceptual understanding that help explain why correct procedures may conceal conceptual gaps. These profiles offer practical guidance for diagnosing students’ thinking and for designing differentiated mathematics instruction.
The relationship student intake factors and first year academic performance in mathematics: A multivariate regression analysis Alifah, Yuni; Abdullah, Sarini
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.v16i1.30127

Abstract

Purpose: This study aims to examine the multivariate relationship between student intake factors and first-year academic performance in mathematics-based programs. Method: A quantitative explanatory design was applied using a multivariate regression approach. The study involved 257 students from Mathematics, Statistics, and Actuarial Science programs at a public university in Indonesia, representing cohorts from the 2017/2018 to 2023/2024 academic years. First-year academic performance was measured using final grades from eight interrelated foundational courses. Predictor variables included prior educational curriculum, average high school mathematics scores, university admission pathways, motivation for program selection, and selected demographic characteristics. Data analysis comprised model specification, ordinary least squares parameter estimation, multicollinearity testing, simultaneous and partial significance testing, and evaluation of multivariate regression assumptions to ensure the robustness of the model. Findings: The results indicate that student intake factors collectively have a significant multivariate effect on first-year academic performance. Prior mathematics achievement, educational curriculum background, admission pathways, and motivation for choosing the study program emerged as key predictors, with varying magnitudes and directions of influence across courses. These findings reflect the multidimensional and interrelated nature of academic performance in mathematics-based programs. Significance: This study reinforces academic preparedness theory and provides empirical evidence to support data-driven student selection policies, early academic intervention strategies, and curriculum alignment in higher education institutions.
Impact of AR-supported STEAM based project learning on students’ numeracy skills: A meta analytic Annisa, Herwayuninda; Muhtarom; Dwijayanti, Ida
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: 10.24042/10.24042/ajpm.v17i1.30143

Abstract

Purpose: This study aims to examine the overall effectiveness of AR-supported STEAM based Project Based Learning (PjBL) in improving students’ numeracy skills through a comprehensive synthesis of empirical research. Method: A quantitative meta-analysis was conducted to aggregate findings from 25 national and international experimental and quasi-experimental studies published between 2019 and 2025. Eligible studies were selected using predefined inclusion criteria focusing on interventions combining PjBL, STEAM, and Augmented Reality in mathematics learning contexts. Effect sizes were computed using Cohen’s d and analyzed under a random effects model to account for variability across studies. Findings: The analysis produced a pooled effect size of 0.85, which falls within the high-impact category. These findings indicate that AR-supported STEAM PjBL consistently yields stronger numeracy outcomes compared to conventional instructional approaches. The integration of immersive Augmented Reality visualization within contextualized STEAM projects appears to support conceptual clarity, particularly in abstract mathematical topics, while simultaneously fostering active engagement and meaningful learning experiences. Significance: This study provides consolidated empirical evidence supporting the pedagogical potential of AR-integrated STEAM project learning in mathematics education. The results offer evidence-based implications for educators, curriculum developers, and policymakers seeking scalable strategies to strengthen numeracy literacy in technology-enhanced learning environments.

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