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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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Differential effect of classical and Lo-Fi background music on mathematics taks perfomance Kistrianto, Ezekiel Tobias; Satiadarma, Monty; Subroto, Untung
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.v17i1.30150

Abstract

Purpose: This study aims to examine the differential effects of classical background music (Mozart K.448) and lo-fi music on middle school students’ mathematics task performance. Method: A quasi-experimental design with repeated measures was employed involving 66 middle school students aged 12–15 years. Each participant completed a set of 20 standardized mathematics problems under three experimental conditions: silence (no music), classical background music (Mozart K.448), and lo-fi background music. The interventions were administered across separate sessions with a fixed time limit of 30 minutes per condition. Mathematics performance was assessed based on accuracy scores. Data analysis was conducted using repeated-measures analysis of variance (ANOVA), followed by Bonferroni post-hoc comparisons, while effect sizes were calculated to evaluate the magnitude of the observed differences. Findings: The results revealed a statistically significant difference in mathematics performance across the three conditions (F(2,122) = 8.459, p < .05). Classical background music produced the highest mean scores and was significantly more effective than the silence condition. In contrast, lo-fi music showed a modest increase in performance; however, this difference was not statistically significant. The effect size (partial η² = 0.122) indicates a moderate-to-large influence of background music on mathematical task performance. Significance: These findings suggest that background music does not exert uniform cognitive effects in academic contexts. Classical music, particularly Mozart K.448, appears to enhance cognitive focus and performance in mathematics tasks, whereas lo-fi music demonstrates limited cognitive benefit. The study provides empirical support for the selective use of auditory environments to optimize mathematics learning outcomes.
The role of self efficacy and adversity quotient in predicting basic mathematics competence within merdeka curriculum framework Nurdin; Elzi Amilia Hasma; Mutmainna Ariska; Ma'rufi
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/jpm.v17i1.30152

Abstract

Purpose: This research aims to determine whether these psychological factors serve as significant predictors of students’ performance in basic mathematics. Method: A quantitative correlational design was employed to assess the relationship between self-efficacy, AQ, and basic mathematical ability. Data were collected from 100 high school students using validated instruments that measured self efficacy, AQ, and mathematical competence. Descriptive and multiple regression analyses were conducted following the assumption tests for normality, linearity, and heteroscedasticity. Findings: The study found that self-efficacy significantly influences basic mathematics ability, whereas AQ did not show a significant partial effect. However, when combined, both self-efficacy and AQ exerted a joint influence on students’ mathematical performance. These findings suggest that psychological factors, in addition to cognitive and instructional elements, play an important role in developing mathematical competence. Significance: The study concludes that while strengthening conceptual understanding and structured learning support remains critical, integrating psychological competencies, such as self-efficacy and resilience, is essential to the success of the Merdeka Curriculum. This research underscores the need to foster both cognitive and psychological growth for effective student performance in mathematics.
Exploring learning trajectories in trigonometric identity proof construction through didactic transposition Ade Mirza; Winarji, Agus; Metia Novianti; Ferah Ningtias; Muhammad Arjuna
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.v17i1.30223

Abstract

Purpose: This study aims to analyze students’ learning trajectories in constructing proofs of trigonometric identities through the lens of didactic transposition. Method: This research employed a descriptive qualitative design involving undergraduate students enrolled in a mathematics education program who were taking a trigonometry course. Participants were selected purposively based on their active engagement in proof-related learning activities. Data were collected through classroom observations, analysis of students’ written proof documents, and in-depth interviews to capture students’ reasoning processes and conceptual interpretations. The collected data were analyzed through qualitative procedures consisting of data reduction, data display, and conclusion drawing to identify patterns in students’ learning trajectories during the proof construction process. Findings: The findings indicate that students’ learning trajectories in constructing trigonometric identity proofs develop through three interconnected phases. The first phase involves exploring the meaning of trigonometric ratios within geometric contexts. The second phase focuses on formalizing the relationships among trigonometric ratios and identities. The third phase involves constructing deductive arguments to establish the fundamental identity , reflecting a shift from empirical reasoning to formal mathematical proof. Significance: The didactic transposition process plays a crucial role in transforming students’ understanding from procedural manipulation toward deeper conceptual meaning. This process facilitates the emergence of structured learning trajectories that support reflective reasoning and higher-order mathematical thinking. The findings suggest that trigonometry instruction should emphasize conceptual learning trajectories grounded in didactic transposition to strengthen students’ proof construction abilities and promote meaningful mathematical understanding.
Exploring technology assisted learning media to enhance students’ mathematical problem solving skill in 21st century education Is Suroya, Mualifatunisa; Supandi; 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/ajpm.v17i1.30228

Abstract

Purposes: Penelitian ini bertujuan untuk mengeksplorasi terkait media pembelajaran benbantuana teknologi abad 21 yang dapat meningkatkan kemampuan pemecahan masalah matematis. Method: Metode penelitian yang digunakan dalam studi ini yaitu pendekatan kualitatif yang menggabungkan design thinking dan meta-analysis dengan tahapan sebagai berikut: (1) empethyze, (2) define, mencakup persona pengguna dan analisis "HMW"; (3) ideat, melibatkan brainstorming dan mind mapping ide-ide kemudian didukung lebih lanjut oleh meta-analisis. Populasi penelitian ini berasal dari 3 sekolah yaitu SMP N 6 Petarukan, SMP N 2 Kedungwuni dan SMP PGRI 3 Taman. Responden sebanyak 96 peserta didik dan responden guru sebanyak 5 Guru matematika. Pengambilan data menggunakan 3 instrumen, yaitu: (1) Observasi; (2) Angket; (3) Wawancara yang sudah divalidasi ahli. Findings: Berdasarkan hasil meta-analysis terhadap 6 penelitian, nilai estimasi pooled effect adalah 0,551, termasuk dalam kategori sedang. Prediction Interval menunjukan rentan nilai -0,238 sampai 1,340 yang menunjukan hasil meta-analysis yang positif dan stabil diterapkan di konteks lain. Significance: Dapat disimpulkan bahwa solusi yang diajukan memberikan pengaruh positif apabila diterapkan pada penelitian di masa mendatang.
Integrating design thinking and meta-analysis to identify effective technology enhanced learning media for mathematical problem solving in the industry 4.0 Era Anjani, Windi; Muhtarom; Supandi
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.v17i1.30229

Abstract

Purpose: This study aims to integrate Design Thinking and meta-analysis to systematically identify effective technology-enhanced learning media for improving students’ mathematical problem-solving skills in the Industry 4.0 era. Method: An exploratory mixed-method design was employed. The qualitative phase adopted the Design Thinking framework, focusing on the empathize, define, and ideate stages to analyze the needs of 98 junior high school students and 5 mathematics teachers through questionnaires, interviews, and classroom observations. Based on the ideation outcomes, potential instructional solutions were identified. To strengthen the validity of these proposed solutions, a meta-analysis of five relevant empirical studies was conducted using JASP software to estimate pooled effect sizes, heterogeneity, and prediction intervals. Findings: The Design Thinking process identified three promising technology-enhanced learning media: Augmented Reality (AR), Nearpod applications, and digital booklets. The meta-analytic results indicated a moderate pooled effect size (ES = 0.447, p < 0.05), suggesting a statistically significant positive influence on students’ mathematical problem-solving skills. The prediction interval further demonstrated the potential applicability of these media across diverse educational contexts. Significance: This study contributes a structured, evidence-informed framework that integrates user-centered design and quantitative synthesis to guide instructional technology selection in mathematics education aligned with Industry 4.0 demands.
Integrating design thinking and GEMATH to enhance vocational students’ critical thinking in mathematics Ismiyati, I'in; Dwijayanti , Ida; 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.v17i1.30269

Abstract

Purpose: This study aims to examine the effect of integrating Design Thinking with GEMATH (GeoGebra and MATLAB) on vocational students’ critical thinking skills in mathematics learning. Method: The study employed a quasi-experimental research design using a pretest–posttest control group framework. The participants consisted of 50 eleventh-grade students from a vocational high school in Semarang, Indonesia, selected through cluster random sampling. Students were divided into an experimental group and a control group. The experimental group received mathematics instruction through a Design Thinking approach integrated with GEMATH, while the control group was taught using conventional teaching methods. Data were collected using a critical thinking test developed based on Ennis’ indicators, supported by observation sheets and technology readiness questionnaires. The data were analyzed using normality and homogeneity tests, followed by an independent sample t-test and effect size analysis. Findings: The findings reveal a statistically significant improvement in the critical thinking skills of students who participated in the Design Thinking–GEMATH learning environment compared with those receiving conventional instruction. Significance: The results indicate that integrating Design Thinking with digital mathematical tools can effectively promote higher-order thinking skills and provide an innovative pedagogical strategy for improving mathematics learning in vocational education.
Development of IRME based mathematics learning videos integrated local cultural context to enhance sixth grade elementary students’ understanding of mixed arithmetic operations Solina, Eva; Somakim; Wargadalem, Farida R; Raharjo, Makmum
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.v17i1.30272

Abstract

Purpose: This study aims to develop a mathematics learning video based on the Indonesian Realistic Mathematics Education (IRME) approach by integrating the local cultural context of Jumputan Gambo fabric to support sixth-grade elementary students’ understanding of mixed arithmetic operations. Method: This research employed a development research design using the Rowntree model, which consists of planning, development, and evaluation stages. The evaluation stage was conducted using Tessmer’s formative evaluation framework, including self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field testing. Four expert validators assessed the developed learning video in terms of media design, content accuracy, language clarity, and instructional design. Practicality data were obtained through student response questionnaires, while effectiveness was measured using pretest and posttest assessments. The collected data were analyzed using descriptive statistics and normalized gain (N-Gain). Findings: The results indicate that the developed learning video met the criteria of validity, practicality, and effectiveness. Expert validation showed a very valid category with an average score of 92.85%. Practicality results from the one-to-one and small group trials ranged from 92.22% to 100%. The effectiveness test demonstrated an improvement in students’ learning outcomes, with the average score increasing from 56.77 on the pretest to 85.48 on the posttest. The N-Gain value of 0.70 indicates a high level of learning improvement. Significance: The study demonstrates that integrating IRME principles with culturally contextualized video learning supports meaningful mathematics learning and provides practical guidance for teachers in designing contextual mathematics instruction aligned with the Merdeka Curriculum.
Analysis of preservice mathematics teachers’ quantitative problem solving ability in solving PISA based tasks: a polya framework perspective Suratman, Dede; Yusmin, Edy; Meldi, Nadya Febriani; Wahyuningsih, Dian
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.v17i1.30300

Abstract

Purpose: This study aims to analyze the quantitative problem-solving ability of preservice mathematics teachers in solving PISA-based tasks across different contexts and proficiency levels using Polya’s four-stage problem-solving framework. Method: A qualitative descriptive design was employed to examine students’ reasoning processes through written responses and in-depth interviews. The participants were preservice mathematics teachers who had completed most of the core mathematics courses in their teacher education program. The research instrument consisted of three PISA-like tasks representing personal, socio-economic, and scientific contexts with cognitive demands corresponding to PISA Levels 6, 5, and 4. Students’ solutions were analyzed using Polya’s stages: understanding the problem, devising a plan, carrying out the plan, and verifying the solution. Based on their performance, participants were categorized into high, medium, and low groups to identify patterns of reasoning and problem-solving strategies. Findings: The results show that the overall numeracy ability of preservice mathematics teachers remains in the medium–low category with an average score of 44.10 and considerable variation among participants. High-performing students demonstrated stronger abilities in mathematical modeling, proportional reasoning, and variable identification, particularly when solving higher-level PISA tasks. In contrast, students in the medium and low groups relied primarily on procedural calculations with limited conceptual understanding of relational structures and representations. Although many students produced correct answers for Level 4 tasks, their solutions were often procedural rather than conceptually grounded. Significance: The findings indicate a gap between preservice teachers’ current quantitative literacy and the competencies required for PISA-type mathematical problem solving. Strengthening quantitative reasoning through authentic contexts, mathematical modeling, and structured reflection is therefore essential in mathematics teacher education programs.
A design based research study on differentiated integer instruction using diagnostic assessment Siahaan, Meiva Marthaulina Lestari; Fitriani; Laja, Yosepha Patricia Wua; Hijriani, Lailin
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.v17i1.30329

Abstract

Purposes: This study aims to design instruction for integer learning using the GASING method based on learning needs. Method: The participants were 79 fifth-grade students from three schools in a sub-district. The study employed design-based research in three phases; preliminary design, teaching experiment, and retrospective analysis. Data were analyzed through cognitive diagnostic assessment, skills analysis, and error analysis to identify students’ learning needs and develop learning instruction. Findings: The findings revealed that most students were at the cognitive levels of remembering and understanding when solving problems related to integer properties, number order, place value, and contextual situations. Their numeracy literacy skills were generally low, and they demonstrated conceptual, procedural, and operational errors. Based on these diagnostic results, a learning design using the GASING method supported by interactive visual aids was developed. The design emphasizes number sequences through number lines, ascending and descending order, comparing integers, and solving contextual problems involving ordered numbers. For the concept of place value, the design includes activities such as comparing integers, reading and constructing numbers, understanding integer properties, and determining place value. Significance: These findings suggest that teachers should integrate context-based instruments into daily classroom instruction to strengthen students’ conceptual understanding and problem-solving skills.
Focus attention and mathematical problem solving processes in students with ADHD Nabila Ega Pramono; Sumaji; Savitri Wanabuliandari; Sekar Dwi Ardianti; Mahardika Supratiwi; Evanita
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.v17i1.30364

Abstract

Purpose: This study aims to investigate the mathematical problem-solving abilities of students with Attention Deficit Hyperactivity Disorder (ADHD) based on their levels of focused attention. Method: This research employed a qualitative approach using a case study design conducted at SDLB Sunan Kudus, Indonesia. Three students diagnosed with ADHD were purposively selected to represent high, moderate, and low levels of focused attention. Data were collected through classroom observations, semi-structured interviews, mathematical problem-solving tests, and documentation. The problem-solving test was developed based on the National Council of Teachers of Mathematics (NCTM) problem-solving indicators and Polya’s four stages of problem solving: understanding the problem, planning a solution strategy, implementing the strategy, and reviewing the results. Data credibility was ensured through source triangulation, while the data were analysed using descriptive qualitative analysis. Findings: The results indicate that focused attention significantly influences the mathematical problem-solving processes of students with ADHD. Students with high focused attention were able to perform all stages of problem solving systematically, whereas students with moderate focused attention obtained correct answers but demonstrated incomplete procedural explanations. In contrast, students with low focused attention encountered substantial difficulties in completing the problem-solving stages effectively. Significance: These findings emphasise the importance of focused attention in supporting mathematical reasoning and provide insights for educators in designing instructional strategies that strengthen attention regulation and structured problem-solving skills for students with ADHD.

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