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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.
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Articles 440 Documents
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Exploring mathematical concepts in six traditional cultural objects: an ethnomathematical perspective Loviana, Selvi; Sutiarno, Sugeng; Ariyani, Farida; Sowiyah; Hariri, Hasan; Sunyono; Siregar, Rabiyatul Adawiyah; Nurhanurawati
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.v17i1.30513

Abstract

Purpose: This study aims to explore mathematical concepts embedded in six traditional cultural objects and to examine how these concepts can contribute to contextual mathematics learning through an ethnomathematical perspective. Method: This research employed a qualitative ethnomathematical approach to identify mathematical elements contained in selected cultural artifacts. Data were collected through observation, documentation, and literature analysis of six traditional cultural objects. Each object was examined to identify implicit mathematical structures, including geometric forms, symmetry, spatial relationships, numerical patterns, and proportional reasoning. The analysis focused on interpreting how these mathematical ideas are represented within the design, structure, and functional aspects of the cultural objects. Findings: The results reveal that the six cultural objects contain various mathematical concepts such as geometric shapes, symmetry, measurement, patterns, and proportional relationships. These concepts are reflected in the structural composition, decorative motifs, and spatial arrangements found within the artifacts. The analysis demonstrates that cultural objects can represent mathematical ideas in a concrete and meaningful way, making them relevant resources for mathematics learning. Significance: This study provides evidence that cultural artifacts contain valuable mathematical knowledge that can support culturally responsive mathematics education. The findings highlight the potential of ethnomathematics to bridge cultural knowledge and formal mathematics learning, thereby enhancing students’ conceptual understanding while fostering appreciation for local cultural traditions.
Enhancing mathematical creative thinking through the ADIRE learning model based on learning styles Medyasari, Larasati Tiara; Zaenuri, Zaenuri; Dewi, Nuriana Rachmani; Wijayanti, Kristina
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.v17i1.29619

Abstract

Purpose: This study responds to the persistent issue of low mathematical creative thinking among students by exploring its underlying causes and examining the effectiveness of the ADIRE (Auditory, Intellectual, Repetition with Ethnomathematics) learning model when viewed from different learning styles. Method: A mixed-methods approach with a sequential exploratory design was applied. The participants were seventh-grade students. In the qualitative phase, subjects representing visual, auditory, and kinesthetic learning styles were selected purposively. The quantitative phase employed cluster random sampling to assign students into experimental and control groups. Data were gathered through tests, questionnaires, interviews, observations, and documentation, and analyzed using descriptive statistics, t-tests, and N-gain analysis. Findings: The findings reveal that students’ creative thinking ability remains uneven across learning styles. Visual learners tend to demonstrate more complete achievement of creative thinking indicators, while auditory learners generally require guidance, and kinesthetic learners show limited attainment, mainly at the basic level. The implementation of the ADIRE learning model leads to a noticeable improvement in students’ performance, reflected in higher average scores, fulfillment of minimum mastery criteria, and a moderate level of gain. Significance: These results suggest that learning models which consider students’ learning styles and incorporate ethnomathematical contexts can provide more meaningful learning experiences and contribute to the development of mathematical creative thinking in a more holistic way.
Leveraging GASING pedagogy and AI adoption to enhance problem-solving skills: The mediating roles of learning motivation and mathematical creativity Umam, Khoerul; Susandi, Ardi Dwi; Surya, Yohanes
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.29171

Abstract

Purpose: The rapid integration of Artificial Intelligence (AI) into mathematics education risks fostering "cognitive offloading," in which students passively rely on automated answers rather than developing critical reasoning. Despite this growing concern, prior studies have largely ignored how combining AI with structured, high-impact pedagogy might prevent this technological dependency. Addressing this gap, this study evaluates how integrating GASING pedagogy with AI tools enhances problem-solving proficiency. Specifically, it simplifies complex learning models to investigate how student motivation and mathematical creativity actively mediate the relationship between pedagogy, technology, and cognitive outcomes. Method: Employing an explanatory sequential mixed-methods design, quantitative data were collected from 120 secondary school students (Grade 8, ages 13-14) in Jakarta, Indonesia. The structural relationships were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. This was followed by a focused qualitative thematic analysis of semi-structured interviews and observations to explain the mechanisms driving the statistical results. Findings: The results confirm a serial mediation model in which GASING Pedagogy positively influences Learning Motivation, which, in turn, enhances Mathematical Creativity. Furthermore, Mathematical Creativity was found to be a significant mediator between AI Adoption and Problem-Solving proficiency. Qualitatively, students perceive the synergy between GASING and AI as simplifying complex tasks and stimulating divergent thinking, positioning human creativity as a critical 'gatekeeper' for validating AI-generated outputs. Significance: This research shifts the discourse from AI dependency toward a distributed cognition framework. Theoretically, it establishes creativity as an essential mediator in digital mathematics pedagogy. In practice, it provides educators with a protocol for balancing automated tools with pedagogical scaffolding, cultivating adaptive problem-solvers capable of rigorous intellectual verification.
Examining the structural pathways linking learning motivation, mathematical problem-solving, and critical thinking in junior high school mathematics Lukman, Hamidah Suryani; Sholihat, M Nuur'aini; Jupri, Al; Kusnandi
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.29773

Abstract

Purpose: This study aims to examine the structural relationships among learning motivation, mathematical problem-solving ability, and students’ mathematical critical thinking, with mathematical problem-solving ability modeled as a mediating construct. Method: The study employed Partial Least Squares–Structural Equation Modeling (PLS-SEM) involving three main constructs: learning motivation, mathematical problem-solving ability, and mathematical critical thinking skills. Data were collected through performance-based essay tests measuring students’ mathematical problem-solving and critical thinking skills, complemented by a 5-point Likert-scale questionnaire to assess learning motivation, involving 124 junior high school students from three schools in Sukabumi City, Indonesia. The data were analyzed using Smart-PLS 4. Findings: The results indicate that learning motivation has a significant effect on mathematical problem-solving ability, while problem-solving ability has a strong influence on students’ mathematical critical thinking skills. The direct effect of motivation on critical thinking is significant but smaller than its indirect effect through problem-solving ability. Mediation analysis confirms that problem-solving ability functions as a partial mediator. In addition, The PLS-predict analysis revealed that most indicators exhibited Q² predict values greater than zero and lower prediction errors than the linear model benchmark, indicating that the proposed model demonstrates acceptable out-of-sample predictive power. Significance: Beyond prior motivation–critical thinking studies, this research clarifies the structural pathway through which learning motivation is associated with mathematical critical thinking by positioning mathematical problem-solving ability as a partial mediator in junior high school mathematics learning.
Utilization of multimedia-assisted teaching materials in educational statistics courses on students' mathematical connection ability Wahyuni, Putri; Yolanda, Fitriana; Candra, Oki; Putri, Dini Palupi; Rahmawarni, Desi
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.30384

Abstract

Purpose: This study aims to examine the effectiveness of multimedia-assisted teaching materials in improving students’ mathematical connection skills in an Educational Statistics course. It also explores the conditions under which multimedia-based instruction may or may not outperform conventional teaching methods. Method: A quasi-experimental pretest–posttest control group design was employed. The sample consisted of an experimental group (n = 30) that utilized multimedia-assisted teaching materials and a control group (n = 30) that received conventional instruction. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, paired-sample t-tests, independent-sample t-tests, and effect size analysis (N-Gain and Cohen’s d). Findings: Both groups demonstrated significant improvement. However, the experimental group showed a substantially greater increase (mean difference = 11.80) compared to the control group (mean difference = 7.24). The independent-sample t-test indicated a statistically significant difference between the two groups (t (58) = -2.25, p = 0.028), favoring the experimental group. Effect size analysis revealed a Cohen’s d of 0.58 (medium effect) and an N-Gain of 0.35 (medium category) for the experimental group, while the control group showed an N-Gain of 0.19 (low category). Significance: These findings suggest that multimedia-assisted learning is not inherently superior; its effectiveness depends on factors such as instructional design quality, cognitive load management, implementation fidelity, and students’ readiness. This study contributes to the literature by offering a more critical perspective on the conditional effectiveness of multimedia in mathematics education and highlights the importance of context-sensitive technology integration.
An ethnomathematical exploration of lipa’ sabbe weaving in Sengkang Djam’an, Nurwati; Ashari, Elza Rahayu
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.30562

Abstract

Purpose: This study aims to systematically explore and analyze geometric transformation concepts embedded in Lipa’ Sabbe weaving from an ethnomathematical perspective and to examine their relevance for culturally responsive mathematics education. Method:  A qualitative ethnographic approach was employed, involving participant observation, in depth interviews, and documentation with purposively selected informants, including a cultural policymaker, a silk entrepreneur, and an experienced traditional weaver in Sengkang, South Sulawesi. The collected data were analyzed using inductive thematic analysis and constant comparison techniques to identify patterns related to mathematical activities and geometric transformations. Findings: The findings reveal that Lipa’ Sabbe weaving embodies key geometric transformation concepts, including translation, reflection, rotation, and dilation, which are reflected in the structured arrangement of motifs. In addition, the weaving process involves fundamental mathematical activities such as counting, measuring, designing, locating, playing, and explaining. Significance: These results demonstrate that Lipa’ Sabbe weaving represents a culturally situated mathematical practice, providing a meaningful context for linking abstract geometric concepts with real world cultural experiences. The study contributes to ethnomathematics by offering a systematic analytical framework and highlights its potential for developing culturally grounded mathematics learning.
Development of augmented reality-assisted mathematical comics based on Jambi folklore to improve students’ metacognitive skills Nizlel huda; Husni Sabil; Wardi Syafmen; Novferma
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.30837

Abstract

Purpose: This study aims to investigate how the integration of Augmented Reality-assisted mathematical comics based on Jambi folklore can support students’ metacognitive skills in mathematics learning.Method: This study employed a Research and Development approach using the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The developed instructional media were validated by a media expert, a mathematics education expert, and an instructional design expert. The implementation stage involved 32 junior high school students divided into an experimental group and a control group. Data were collected through observations, interviews, questionnaires, and metacognitive skills tests, and analyzed using Aiken’s V, descriptive percentage analysis, and an independent sample t-test supported by effect size analysis.Findings: The developed instructional media achieved very high validity, with Aiken’s V values ranging from 0.88 to 0.92, and obtained a practicality score of 86%. Students who learned using the developed media demonstrated better metacognitive skills than those who learned through conventional instruction, with a Cohen’s d effect size of 0.81 indicating a large practical effect. The integration of Augmented Reality visualization, mathematical comic narratives, and contextual cultural content supported students in interpreting mathematical problems, monitoring solution strategies, and reflecting on their answers during learning activities.Significance: This study contributes to metacognitive learning research by demonstrating that Augmented Reality-assisted mathematical comics integrated with local cultural narratives can support reflective and culturally contextualized mathematics learning environments.
Reconstructing mathematical success in post-pandemic learning environments: An intensive single-case study using grounded theory coding techniques Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.30838

Abstract

Purpose: This study aims to examine how successful mathematics learning is constructed through the dynamic interaction of affective dispositions, cognitive-metacognitive strategies, socio-pedagogical scaffolding, resilience, and epistemological flexibility within post-pandemic online learning environments. Method: An intensive single-case study design was employed, utilizing in-depth interviews with a student and three mathematics teachers as the primary data collection instrument. Data were systematically analyzed through open, axial, and selective coding procedures adapted from grounded theory. Findings: Four interrelated conceptual models emerged from the analysis: (1) the Ecosystemic Formation of Sustainable Learning Identity, (2) the Adaptive Academic Reconstitution Model, (3) Learning Ecosystem Support as an Adaptive Developmental System, and (4) the Adaptive Transitional Learning Ecosystem Model. Collectively, these models reconceptualize mathematical success not as a discrete performance outcome, but as an ecosystemic and developmentally sequenced achievement requiring coherent integration of internal identity formation, strategic regulatory capacity, and adaptive ecosystem support. Significance: These findings carry substantial implications for the development of post-pandemic pedagogical frameworks, advocating for holistic and identity-constitutive approaches that extend beyond mere content remediation in online mathematics education.
Artificial intelligence in secondary mathematics education: A systematic review of opportunities, risks, and pedagogical safeguards Tiara Fikriani; Mirda Swetherly Nurva; Melia Roza; Fepryna Yenti
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.29792

Abstract

Purpose: Artificial intelligence (AI) is increasingly promoted as a transformative tool for improving mathematics learning, yet its educational value remains contested when issues of access, teacher readiness, and pedagogical safeguards are considered. This study aims to critically examine whether AI genuinely improves mathematics learning in secondary education by synthesizing evidence on its opportunities, risks, and safeguards. Method: This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. A total of 40 articles were selected from an initial pool of 309 records indexed in ERIC, Web of Science, and Scopus between 2021 and 2025. The selected studies were analyzed using thematic synthesis through open, axial, and selective coding to identify recurring patterns related to AI-supported mathematics learning, implementation risks, and responsible pedagogical practices. Findings: The findings indicate that AI can support mathematics learning through adaptive personalization, intelligent tutoring systems, automated assessment, real-time feedback, and increased student motivation. Evidence from the reviewed studies suggests that intelligent tutoring systems are associated with improved learning performance, with a reported aggregate effect size of g = 0.86 in relevant meta-analytic evidence. However, the review also identifies substantial risks, including unequal digital access, insufficient teacher readiness, weak TPACK-based integration, superficial learning, and dependence on generative AI. One reviewed study reported that students using generative AI without adequate guardrails performed 17% worse after AI access was removed, highlighting the need for responsible implementation. Significance: This review concludes that AI does not automatically improve mathematics learning. Its effectiveness depends on pedagogical safeguards, teacher mediation, equitable infrastructure, and blended instructional design. The study contributes a critical evidence-based framework for integrating AI responsibly in secondary mathematics education and provides practical guidance for teachers, school leaders, policymakers, and educational technology developers.
Beyond coastal and mainland differences: A multilevel item response theory analysis of mathematical literacy in an archipelagic region Dwinata, Alona; Mariyanti Elvi; Linda Rosmery Tambunan
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.29899

Abstract

Purpose: This study aimed to examine the mathematical literacy ability of junior high school students in Karimun Regency using a Multilevel Item Response Theory (IRT) framework and to investigate whether differences existed between students attending coastal and mainland schools. Method: A quantitative research design was employed involving 307 Grade IX students from five public junior high schools in Karimun Regency, Indonesia. Participants were selected through stratified two-stage cluster random sampling to represent both coastal and mainland school contexts. Data were collected using a 12-item mathematical literacy test developed based on the PISA mathematical literacy framework and local contextual situations. The instrument demonstrated satisfactory psychometric quality, with corrected item-total correlations ranging from 0.478 to 0.829 and a Cronbach’s alpha coefficient of 0.921. Data were analyzed using a Multilevel IRT two-parameter logistic (2PL) model to estimate item characteristics, students’ latent abilities, and school-level variation. Findings: The results indicated that item difficulty estimates ranged from -2.37 to 1.63, while discrimination parameters ranged from 0.39 to 2.90, suggesting that the instrument covered a broad range of difficulty levels and generally functioned well in differentiating students with varying abilities. Formulate items tended to be easier than interpret and evaluate items. The multilevel analysis revealed substantial school-level variation in mathematical literacy ability, with an intraclass correlation coefficient (ICC) of 0.617, indicating that 61.7% of the variance was associated with differences between schools. However, no significant difference was found between students from coastal and mainland schools (p = 0.906). Significance: This study contributes to the growing literature on mathematical literacy assessment by demonstrating the usefulness of Multilevel IRT in capturing both psychometric characteristics and hierarchical educational structures. The findings suggest that school-level factors play a more important role than geographical location in explaining students’ mathematical literacy ability, providing valuable evidence for designing targeted educational improvement programs in archipelagic regions.

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