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 437 Documents
 40   41   42   43   44 
The reflective process of prospective mathematics teachers in proof construction Badjeber, Rafiq; Rizal, Muh.; Rochaminah, Sutji; Pathuddin
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.v17i2.30558

Abstract

Purpose: This study explores the reflective processes of prospective mathematics teachers in proof construction, analyzed through Toulmin’s argumentation framework and Surbeck’s reflective thinking phases. Method: This study employed a qualitative case study design. Twenty prospective mathematics teachers at a university in Palu City were asked to solve a mathematical proof task. Their solutions were categorized into four types, representing variations in argumentation and reflective processes. One participant from each type was selected for interviews to obtain more in-depth insights. The collected data were analyzed using thematic analysis, involving coding and theme development guided by Toulmin’s and Surbeck’s frameworks. Findings: The results indicate that prospective teachers who demonstrated a relatively complete reflective process in proof construction were able to identify relevant information, develop logical reasoning, and evaluate their proof steps. In contrast, those who exhibited transitional, limited, and minimally developed reflective processes showed increasing difficulties in constructing and evaluating their proofs. Significance: These findings suggest the need to integrate reflective thinking and structured argumentation explicitly in proof-based instruction, particularly by supporting students in developing and evaluating warrants and backing during proof construction.
Fostering students' mathematical modeling skills through a hadith-based contextual learning Nasution, Eline Yanty Putri; Anggraini, Reri Seprina
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.v17i2.30692

Abstract

Purpose: This study aims to describe students’ mathematical modeling skills by contextualizing situations derived from their familiar religious knowledge. The learning process is implemented through Hadith-Based Mathematics Learning in the Integration of Mathematics and Islamic Values course. Method: A Descriptive Quantitative approach was employed to profile students’ post-instruction mathematical modeling performance in a single cohort to analyze how students construct mathematical models based on four Hadiths about the Virtues of Prayer. The research subjects were 12 fifth-semester students from the Mathematics Education Department in the 2025/2026 academic year who enrolled in the course. Data were collected through mathematical modeling tests. The research process consisted of preparation, data collection, and analysis, followed by the interpretation and discussion of the findings. At the final stage, students’ levels of mathematical modeling ability were categorized from level 0 to level 5. Findings: The results revealed that students developed several mathematical models based on the Hadiths of the Virtues of Prayer, including ratio, algebra, functional, and arithmetic. Overall, students’ mathematical modeling ability fell within the good category, with an average achievement of 79%. While the average performance corresponded to level 4, level 5 was the most frequently attained level.Indicating well-developed modeling skills in solving and interpreting mathematical models. Significance: This study presents a contextual teaching approach, Hadith-Based Mathematics Learning, that provides a systematic pathway for integrating Islamic values into mathematics instruction. Therefore, this study serves as a reference for lecturers and curriculum developers seeking to harmonize scientific knowledge and Islamic values in mathematics education.
The argumentation structure of mathematical proof based on semiotic trichotomy Aziz, Abdul; Wijaya, Tomy Tanu; Rumite, Wayan; Setiawan, Agung
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.v17i2.30833

Abstract

Purpose: Mathematical proof requires students to interpret and use mathematical signs meaningfully when constructing arguments. However, many mathematics students experience difficulties in interpreting these signs, which may affect both the correctness of their proofs and the quality of their argumentation. This study aims to explore the structure of students’ mathematical argumentation through the lens of Peirce’s triadic semiotic framework. Method: This qualitative study involved 28 undergraduate mathematics students enrolled in an abstract algebra course. Data were collected through group theory proof tasks and semi-structured interviews. Based on variations in students’ argumentation structures, three representative participants were purposively selected for in-depth analysis. The data were examined using Toulmin’s argumentation model integrated with Peirce’s triadic semiotic concepts, namely Representamen, Object, and Interpretant. Findings: The analysis revealed three distinct semiotic argumentation structures: (1) Meaningful Sign Structure through direct proof, (2) Meaningful Sign Structure through proof by contradiction, and (3) Unmeaningful Sign Structure. Students who demonstrated meaningful sign structures were able to interpret mathematical symbols accurately, establish relationships between signs and mathematical concepts, and construct coherent arguments. In contrast, students with unmeaningful sign structures experienced difficulties in interpreting signs and connecting them to relevant mathematical theories. Significance: The findings highlight the important role of semiotic understanding in the construction of mathematical proofs. Students who successfully integrated sign interpretation with mathematical reasoning exhibited meaningful argumentation structures, whereas those with limited semiotic understanding tended to produce incomplete or unsupported arguments. This study contributes to the growing body of research on mathematical argumentation by providing a semiotic perspective on students’ proof construction processes.
From computation to justification: Prospective mathematics teachers’ conceptions of proof in learning limits Purnomo, Heri; Rosyidi, Abdul Haris; Wijayanti, Pradnyo; Abdullah, Abdul Halim
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.v17i2.30888

Abstract

Purpose: This study investigated the conceptions of proof of prospective mathematics teachers’ learning limits, with a particular focus on how these conceptions were manifested in representational activity. Method: A qualitative teaching-research design was used to collect data from 82 first-year prospective mathematics teachers enrolled in a Calculus I course at a public university in Indonesia. The main data were prospective mathematics teachers’ written responses to an ε–δ limit proof task, classroom discussions, and reflective teaching notes. Data was analysed using iterative, thematic coding and constant comparative analysis, following a representational-epistemic framework. Findings: Four qualitatively different conceptions of proof were identified: proof as computation, proof as algebraic procedure, proof as formal display, and proof as logical argument. Most participants used computational or procedural approaches and a small proportion of participants constructed logically coherent deductive arguments. The results indicate that prospective mathematics teachers’ difficulties are not only related to algebraic manipulation but also to understanding the epistemic function of proof in university mathematics. Specifically, ε–δ notation was often taken as a formality of notation rather than as a relational structure for reasoning. Significance: The study adds to research on the secondary–tertiary transition in mathematics education by demonstrating the relationship between prospective mathematics teachers' representational practices and different conceptions of proof. The findings are also relevant to designing introductory calculus instruction to support prospective mathematics teachers’ transition from verifying procedures to deductive justification.
The impact of play-based learning on early mathematical communication skills in children aged 5–6 years Priyanti, Nita; Adrian, Teddy; Warmansyah, Jhoni; Amalina
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.v17i2.30914

Abstract

Purpose: Early mathematics learning in early childhood education often emphasizes procedural skills such as counting and number recognition, while mathematical communication receives less attention. Consequently, children have limited opportunities to express, represent, and interpret mathematical ideas meaningfully. This study aimed to examine the impact of play-based learning on early mathematical communication skills among children aged 5–6 years.Method: A quantitative approach employing a quasi-experimental pretest–posttest control group design was used. The participants consisted of 32 children aged 5–6 years enrolled at Al Azkar Kindergarten, Pamulang, Indonesia. Data were collected using an observational instrument based on the learning trajectories framework and analyzed using Analysis of Covariance (ANCOVA) to determine the effect of the intervention while controlling for initial ability.Findings: The results revealed a significant effect of play-based learning on early mathematical communication skills. Children in the experimental group demonstrated significantly higher posttest scores than those in the control group after controlling for pretest performance (p < .001). The intervention produced a very large effect (η²p = .886), indicating substantial improvement in children’s ability to express, represent, and interpret mathematical ideas through verbal, representational, visual, and symbolic forms of communication.Significance: This study provides empirical evidence that play-based learning is an effective approach for fostering multidimensional mathematical communication in early childhood. The findings contribute to the growing literature on early mathematics education by positioning mathematical communication as a central developmental outcome and highlighting the role of play in supporting meaningful mathematical learning.
How geometry task management shapes students’ spatial structuring: Evidence from tangram-based pythagorean problem solving Yudianto, Erfan; Firmansyah, Frenza Fairuz; Zulnaidi, Hutkemri
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.v17i2.30955

Abstract

Purpose: This study examines how geometry task management shapes students’ spatial structuring when solving Pythagorean Theorem problems through tangram-based tasks. Method: This study employed a qualitative case study design involving six eighth-grade students (aged 13–14) from a public junior high school. The participants were purposively selected to represent diverse levels of classroom participation. Data were collected across three classroom sessions through students’ work artifacts, classroom interaction transcripts, and observation notes. Data were analyzed using a qualitative interpretative approach involving iterative coding and cross-case comparison to identify patterns of spatial structuring, particularly in relation to part–whole coordination, recognition of invariant properties, and reconfiguration strategies. Findings: The analysis indicates that geometry task management shapes students’ spatial structuring through geometric reconfiguration and increasing attention to part–whole relationships. Students’ reasoning evolves from visual manipulation toward more relational forms of understanding as tasks are sequenced and supported through teacher questioning; for example, some students initially relied on visual fitting strategies but later justified their rearrangements by referring to equal lengths and area equivalence after teacher prompts. The results indicate that spatial reasoning emerges through interaction with representations and is influenced by how instructional tasks direct students’ attention to invariant geometric relationships. Significance: This study contributes to mathematics education by showing how spatial structuring can be understood as a pedagogically supported process shaped through geometry task management. The findings highlight the importance of task sequencing and teacher guidance in supporting students’ spatial reasoning in learning the Pythagorean Theorem.
Academic competency test-based mathematics learning (ACT-BML): Improving junior high school students’ mathematics achievement Marzuki; Hamdani; Amalia, Rizki; Sabaruddin
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.v17i2.31268

Abstract

Purpose: This study examined the association between Academic Competency Test-Based Mathematics Learning (ACT-BML) and improvements in junior high school students’ mathematics achievement. The study was motivated by the implementation of Indonesia’s Academic Competency Test (ACT), which requires instructional approaches that align mathematics learning with standardized academic assessment. In addition, empirical evidence regarding the integration of ACT standards into classroom mathematics instruction remains limited. Method: A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants were 180 ninth-grade students from a junior high school in Langsa City, Indonesia, selected through purposive sampling. The research instrument consisted of 30 ACT-oriented mathematics achievement items that demonstrated satisfactory validity and reliability (Cronbach’s Alpha = 0.872). Data were analyzed using descriptive statistics, a paired-samples t-test, normalized gain (N-Gain), and Cohen’s d effect size. Findings: The results indicated substantial improvement in students’ mathematics achievement following the implementation of ACT-BML. The mean score increased from 37.89 on the pretest to 91.04 on the posttest. The paired-samples t-test revealed a statistically significant difference between the two measurements, t(179) = 54.561, p < .001. Furthermore, the mean N-Gain score was 0.8511, indicating a high level of improvement, while Cohen’s d of 4.07 reflected a very large within-group effect. Significance: This study contributes empirical evidence to the emerging literature on integrating Academic Competency Test standards into mathematics instruction. The findings suggest that ACT-BML may serve as a promising assessment-aligned instructional approach for strengthening students’ mathematics achievement and academic readiness. Nevertheless, further studies employing more rigorous experimental designs are required to establish causal effectivenes.
Developing a STEM-integrated project-based hybrid learning design for statistics education and prophetic character Anwar, Rahmad Bustanul; Rahmawati, Dwi; Rosa, Friska Octavia
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.v17i2.31307

Abstract

Purpose: This study aims to develop a STEM-integrated project-based hybrid learning design for the mathematical statistics to enhance students’ prophetic character and improve their conceptual understanding of statistical concepts. The research addresses the need for innovative instructional designs that simultaneously support cognitive achievement and character development in higher education hybrid learning environments.Method: The research employed a Research and Development (R&D) approach following the Plomp model, which includes preliminary research, prototyping, assessment, and implementation phases. Validation was conducted by content, instructional design, and digital technology experts, while practicality was assessed through a small-group trial. Effectiveness was evaluated using pretest-posttest instruments and prophetic character questionnaires administered to 20 students enrolled in the course. Data were analyzed using normalized gain (N-Gain) and descriptive statistics to determine improvements in cognitive and character outcomes.Findings: The learning design achieved high validity (84.67%) and very high practicality (87.5%), demonstrating feasibility for implementation. Implementation results indicated that students’ problem-solving skills showed the highest improvement (N-Gain = 0.75, high), while communication (0.64) and collaboration (0.58) skills improved moderately. Students’ conceptual understanding of statistics improved moderately (average N-Gain = 0.52), with the majority achieving moderate improvement. These findings confirm that the hybrid STEM-PjBL design effectively promotes both cognitive and prophetic character development.Significance: The study provides a validated and practical instructional model that integrates STEM, project-based learning, and hybrid learning principles to foster students’ cognitive skills and character values. This design offers a replicable framework for instructors to implement authentic, engaging, and value-oriented learning in higher education, contributing to both theoretical and practical advancements in hybrid STEM education.
Smart numafit songs as a mathematics in context-based learning media for elementary numeracy education Ayu Fitri; Turmudi; Jupri, Al; Rakhmat Riyadi, Arie; Safarandes Asmara, Andes; Nur DS, Yulistina
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.v17i2.31342

Abstract

Purpose: This study aims to examine the effectiveness of Smart Numafit Songs based on Mathematics in Context (MiC) as a numeracy learning medium for improving fifth-grade elementary students’ numeracy skills.Method: This study employed a quantitative approach using a one-group pretest–posttest design involving 43 fifth-grade students selected through purposive sampling. The intervention utilized Smart Numafit Songs generated with Suno AI and contextual cartoon videos developed using OpenArt AI. The numeracy test measured four domains: Basic Numeracy Skills, Problem and Formulation, Communication and Interpretation, and Application in Context. Data were analyzed using descriptive statistics, paired-samples t-tests, effect size analysis, and N-Gain with SPSS version 31.Findings: Students’ mean numeracy score increased from 45.95 in the pretest to 86.23 in the posttest. The paired-samples t-test revealed a statistically significant difference between pretest and posttest scores (p < .001). The intervention produced a very large effect size (Cohen’s d = 4.711), while the N-Gain score reached 0.71, indicating a high level of improvement in students’ numeracy skills.Significance: The findings demonstrate the potential of integrating Mathematics in Context, AI-generated songs, and contextual visual media to support numeracy learning in elementary education. Smart Numafit Songs provide an innovative, contextual, and multimodal learning medium that can enhance elementary students’ numeracy development.
Integrating collaborative learning and realistic mathematics education throught techonology enhanced student worksheets
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.v17i1.29292

Abstract

Purpose: This study aims to develop and validate technology-enhanced student worksheets that integrate collaborative learning and Realistic Mathematics Education (RME) to support meaningful mathematics learning at the junior high school level. The study responds to the need for instructional materials that move beyond routine exercises by fostering conceptual understanding, collaborative problem-solving, and students’ ability to connect mathematical concepts with real-life contexts. Method: This research employed a design-based research approach within a Research and Development framework. The development process consisted of six stages: needs analysis, instructional design, expert validation, limited classroom trials, product revision, and implementation. The participants included junior high school students and mathematics teachers. Data were collected using expert validation sheets, classroom observation protocols, student response questionnaires, and assessments of learning outcomes. Qualitative and descriptive quantitative analyses were used to evaluate the validity, practicality, and effectiveness of the developed worksheets. Findings: The findings indicate that the technology-enhanced collaborative worksheets demonstrate a high level of validity in terms of content relevance, instructional structure, and language clarity. Results from classroom trials show increased student engagement, improved collaborative interaction, and enhanced mathematical understanding, particularly in problem-solving and mathematical communication. Students were able to actively participate in group discussions and construct mathematical knowledge through contextual learning activities. Significance: This study contributes to mathematics education by providing empirically grounded instructional materials that integrate collaborative learning, RME principles, and technology-enhanced design. The findings offer practical implications for educators and curriculum developers in designing student-centered mathematics learning resources and support the broader application of design-based research in mathematics education.

Page 43 of 44 | Total Record : 437

 40   41   42   43   44 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika 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