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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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Application of the MURDER learning model in mathematics classrooms: Effects on students' critical thinking abilities Alam, Syamsu; ikram, Muhammad; Patmaniar, Patmaniar
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.v17i2.30969

Abstract

Purpose: Fostering students' critical mathematical reasoning has emerged as a fundamental requirement in 21st-century mathematics education. Nevertheless, numerous students continue to encounter difficulties in logical reasoning, argument evaluation, and the formulation of reflective solutions to mathematical challenges. These challenges signify the necessity for educational methods that encompass cognitive dimensions while also fostering metacognitive awareness and emotional involvement in the learning process. This study seeks to examine the effect of the MURDER learning paradigm, comprising six organized stages (Mood, Understand, Recall, Digest, Expand, and Review), in improving students' mathematics critical-thinking abilities. Method: This study employed a quantitative approach using a quasi-experimental pretest–posttest control group design, encompassing 62 tenth-grade students from a public senior high school in South Sulawesi, Indonesia. Data were gathered using essay assessments, observation forms for students and educators, and expert-validated tools, which were analyzed using descriptive and inferential statistics. Findings: The findings indicate that the MURDER approach markedly enhanced students' mathematical critical thinking in comparison to conventional instruction. Students in the experimental group demonstrated higher engagement and stronger participation in reflective learning activities. These findings suggest that the structured stages of the MURDER model may support students’ critical-thinking processes during mathematics learning. Significance: This study provides classroom-based empirical evidence on the use of the MURDER learning model to support students’ mathematical critical thinking. The findings offer practical guidance for mathematics teachers in organizing instruction that integrates emotional readiness, conceptual understanding, collaborative discussion, and reflective review in secondary mathematics classrooms. 
TPACK-informed online didactic design and self-regulated learning in distance education: A quasi-experimental study in a graduate statistics course Kartono; 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.v17i2.31009

Abstract

Purpose: This study aims to examine the effects of a TPACK-informed online tutorial design on self-regulated learning (SRL) achievement and improvement among graduate distance education students, while investigating whether prior mathematical knowledge (PMK) moderates those effects. Method: A quasi-experimental non-equivalent control group design was employed with 170 graduate students (experimental: n = 85; control: n = 85) enrolled in the Educational Statistics course (MPDR5202) at Universitas Terbuka. SRL was measured using a 37-item questionnaire across six dimensions (maximum score = 148). Data were analyzed using non-parametric statistics, specifically the Mann-Whitney U test and Kruskal-Wallis test. Findings: The TPACK-based tutorial design was associated with significantly higher SRL achievement (Z = −2.971, p = .003) and greater SRL improvement (Z = −4.807, p < .001) compared to the conventional tutorial design, though causal attribution is limited by the quasi-experimental design.PMK level alone did not produce a significant main effect on either SRL outcome. However, an omnibus rank-difference test across condition-by-PMK cells yielded a significant result (H = 25.762, p < .001), with post-hoc comparisons suggesting that students with medium and high PMK showed greater SRL improvement under TPACK-based instruction, while the pattern for low PMK students was inconclusive given the small subgroup size (n = 10). This interaction pattern should be regarded as preliminary. Significance: This study provides preliminary empirical support for the role of intentional, technology-integrated instructional design, specifically TPACK-informed online tutorials, in fostering self-regulated learning (SRL) in distance higher education, although causal conclusions remain limited by the quasi-experimental design. The finding that PMK appears to moderate the impact on SRL improvement suggests practical implications for instructional designers and distance educators. A uniform TPACK approach may be insufficient for students with low prior knowledge, pointing to the potential value of differentiated scaffolding strategies. However, this interaction pattern warrants replication in larger and more balanced samples before firm recommendations can be made.
Trends in technology interventions for geometry learning in elementary schools Zainal, Zaid; Krismanto, Wawan
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.v17i2.31261

Abstract

Purposes: The use of technology is one of the alternative strategies recommended as a cognitive intervention and has the potential to optimize geometry learning when designed and implemented based on relevant theory. However, there is still a gap, namely the limited of reviews in the last decade that specifically address these technological trends for elementary school. This literature review aims to uncover these technological trends, their contributions, and a map of learning domains that could be improved.Method: This study used a systematic literature review method. A total of 57 articles on the use of technology in geometry learning in elementary schools were reviewed and analyzed. The articles were obtained from journal publishers and proceedings indexed by Scopus. The research procedure was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).Findings: The results show that various technologies have been utilized in geometry learning in elementary schools, with Augmented Reality, GeoGebra, SketchUp, Minecraft, and 2D and 3D models being the most researched technologies. Research trends show a shift in the role of technology from merely a visual tool to a contextual, adaptive, and immersive learning ecosystem, demonstrated by the increasing use of technology. Geometry conceptual knowledge and spatial skills were the most dominant and consistently researched learning domains. For students, technology facilitate their geometry learning and potentially enhance their cognitive and affective abilities. For teachers, technology is both an effort of improving their pedagogical practices, including transforming geometry learning.Significance: Mapping the contribution of research results reinforces the importance of using technology in geometry learning, as it has the potential to optimize various learning domains. Finally, this study identifies remaining research gaps and outlines the potential for future research important to geometry learning in elementary schools.
Enhancing digital resilience through scratch-based mathematics in context learning among elementary students Fahrudin, Fahrudin; Turmudi, Turmudi; Prabawanto, Sufiyani; Aras, Irianto
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.v17i2.31282

Abstract

Purpose: This study aimed to examine the effectiveness of Scratch-based Mathematics in Context (MiC) learning compared to conventional mathematics instruction in enhancing the digital resilience of fifth-grade elementary school students in East Lampung Regency. Method: A quasi-experimental design with a pretest–posttest control group was employed. The participants consisted of 52 fifth-grade students from two private Islamic elementary schools, with 26 students assigned to the experimental group and 26 students to the control group. The experimental group received Scratch-based MiC learning over six instructional sessions, while the control group received conventional mathematics instruction. Digital resilience was measured using the Digital Resilience Scale for Children (DRSC), and the data were analyzed using ANCOVA with pretest scores as the covariate. Findings: The results revealed that, after controlling for pretest scores, students in the experimental group achieved significantly higher posttest digital resilience scores than those in the control group (F(1,49) = 28.46, p < 0.001, η² = 0.37). The experimental group demonstrated a mean increase of 0.98 points (from 2.33 to 3.31), whereas the control group improved by only 0.30 points (from 2.34 to 2.64). The largest improvements were observed in the dimensions of technical problem-solving and digital logical thinking. Furthermore, no significant differences were found based on gender, indicating that the intervention was equally beneficial for male and female students. Significance: This study provides empirical evidence that integrating Scratch-based visual programming with Mathematics in Context learning can support the development of elementary students’ digital resilience. The findings contribute to mathematics education by demonstrating how contextual mathematical learning combined with programming activities can strengthen students’ ability to solve digital problems, think logically, adapt to technology, and respond constructively to digital challenges.
Strengthening problem-solving competence of vocational high school students through a deep learning approach integrated with digitalization of mathematics learning Pujiastuti, Emi; Rosyida, Isnaini; Sugiman
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.v17i2.311288

Abstract

Purpose: This study examines the implementation of digitalized mathematics learning integrated with digital assessment and the Deep Learning approach to support the development of problem-solving competence among Grade X vocational high school students and to evaluate teachers’ readiness to implement the instructional innovation. Method: A convergent parallel mixed-methods design was employed. The study was conducted in five vocational high schools in Central Java, Indonesia. Initial trials were carried out at SVHS 1 Demak and SVHS 1 Pekalongan, followed by field implementation at SVHS Moenadi Ungaran, SVHS 8 Semarang, and SVHS 5 Kendal. Quantitative data were collected through problem-solving competence assessments and teacher performance evaluations, while qualitative data were gathered through interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, normality tests, and one-sample t-tests, whereas qualitative data were analyzed through coding, categorization, and thematic interpretation. Findings: Students demonstrated consistently high levels of problem-solving competence across participating schools, with mean scores ranging from 81.44 to 84.94. Teachers also showed strong readiness to develop and implement digitalized mathematics learning, achieving a mean performance score of 86.36, which was significantly higher than the predetermined criterion score. Qualitative findings revealed positive teacher acceptance, active student engagement, and favorable perceptions of the learning experience, although limited internet accessibility remained a practical challenge. Significance: The findings indicate that integrating digitalized mathematics learning, digital assessment, and the principles of Mindful Learning, Meaningful Learning, and Joyful Learning can support problem-solving competence in vocational mathematics education. This study contributes empirical evidence to technology-enhanced mathematics learning and provides practical guidance for implementing student-centered and digitally supported instruction in vocational schools.
Students’ errors in solving problems involving the polar form of complex numbers: An analysis based on kastolan’s stages Lubis, Nur Ainun; Zaiyar, M.; Harahap, Rosliana; Umar, Ali
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.v17i2.31295

Abstract

Purpose: The application of Kastolan's error analysis framework to the polar form of complex numbers remains limited, leaving a gap in the diagnostic literature for undergraduate mathematics education. This study aims to describe and classify the errors made by students when solving complex number polar form problems based on Kastolan's error stages: conceptual, procedural, and technical, to provide an empirical basis for more targeted instructional strategies in complex analysis.Method: A qualitative descriptive approach was employed. Data were collected through a written descriptive test and documentation of student answer sheets, which were analysed using Kastolan's error classification rubric. The research subjects were 21 seventh-semester Mathematics Education students at UIN North Sumatera who had completed the Complex Analysis course. Three students were selected through purposive sampling to represent each dominant error category.Findings: Three dominant error types were identified. Conceptual errors appeared in incorrect identification of arguments and angular quadrants. Procedural errors occurred when students bypassed the required polar form in division operations. Technical errors involved incorrect values of special angles and trigonometric function signs.Significance: These findings provide an empirical basis for lecturers to design targeted learning strategies addressing concept understanding, procedural order, and computational accuracy in complex number polar form instruction.
Social entropy: A mathematical framework for measuring disorder in urban welfare distribution systems Thamrin, Husni; Lubis, Mia Aulina; Sinaga, Randa Putra Kasea; Setiyawan, Andri; Riyaz, Aminath; Remtulla, Asnath Naftali
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.v17i2.31536

Abstract

Purpose: This study aims to formulate a multidimensional entropy-based framework for quantifying disorder in urban welfare distribution systems by integrating distributional, institutional, and temporal dimensions within a unified Social Entropy model.Method: The study employed a theoretical and analytical approach grounded in Shannon’s information entropy and complexity science. The proposed framework formulates Distributional Entropy, Institutional Entropy, and Temporal Entropy as complementary components of welfare governance disorder and introduces the Entropy Deviation Index (EDI) to measure divergence between observed welfare allocation patterns and optimal need-based distributions. An empirical illustration involving five major Indonesian cities was conducted to demonstrate the operational applicability of the framework.Findings: The results indicate that welfare distribution disorder is a multidimensional phenomenon arising from the interaction of allocation structures, governance processes, and information dynamics. Composite entropy values ranged from 0.352 to 0.397 nats, indicating moderate levels of systemic disorder across the observed cities. Institutional entropy emerged as the dominant contributor, accounting for 42.3% of total disorder, while sensitivity analysis confirmed the robustness of the framework under alternative weighting specifications.Significance: This study extends the application of entropy theory to welfare governance analysis by introducing Social Entropy as a novel quantitative framework for measuring multidimensional disorder. The proposed model provides policymakers and researchers with an integrated tool for diagnosing welfare distribution inefficiencies, evaluating governance performance, and supporting evidence-based decision-making in complex urban environments.
The getting-offer learning design: A structured peer-interaction approach to enhance mathematical communication skills Talib, Ahmad; Usman Mulbar; Suharti; Muhammad Ikram
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.v17i2.31160

Abstract

Purpose: This study examined whether the Getting-Offer Learning Design could improve university students’ mathematical communication skills in calculus learning through structured peer interaction and collaborative explanation activities.Method: A nonequivalent pretest-posttest control group design was conducted involving 60 first-year calculus students at a state university in Makassar, Indonesia. The intervention was implemented over five meetings. Mathematical communication skills were assessed using a validated 3-item open-ended test scored with an analytic rubric. Data were analyzed using descriptive statistics, Shapiro–Wilk and Levene’s tests, independent-samples -tests, normalized gain ( -gain), and Cohen’s  effect size analysis.Findings: The experimental group achieved a higher posttest mean score  than the control group . The difference was statistically significant, , with a large effect size (Cohen’s ). The experimental group also obtained a higher normalized gain  than the control group  Descriptive item-level analysis further indicated higher communication indicator scores in the experimental group across calculus tasks.Significance: The findings suggest that structured collaborative interaction involving explanation, peer response, and idea refinement may support the development of mathematical communication skills in university calculus learning.
Decoding cognitive transitions in undergraduate mathematics: An integrated APOS AND SOLO+ framework for formal epsilon-delta limit proofs Nugroho, Khathibul Umam Zaid; Sukasno, Sukasno; Widada, Wahyu; Alias, Norma; Herawaty, Dewi; Anggoro, Shadaqnas Dewarif Tri
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.v17i2.31308

Abstract

Purpose: This study examines cognitive transitions and epistemological obstacles in undergraduate mathematics education by testing an integrated APOS and SOLO+ framework within formal ε-δ limit proofs. Method: Using an explanatory sequential mixed-methods design, CB-SEM analyzed data from 278 undergraduates to test theoretical structural relationships. Qualitatively, a "diagnostic task analysis" employing the Constant Comparative Method examined task-based interviews from 8 key informants to dissect transitional cognitive anomalies. Findings: CB-SEM confirmed that Structural Complexity (SOLO+) significantly partially mediates the effect of Cognitive Mechanisms (APOS) on Proof Proficiency, explaining 62.4% of the variance. Qualitative autopsies identified two specific transitional traps: Interiorization Instability (Semi-Relational level), marked by universal quantifier failures and reversed logic in linear tasks; and Encapsulation Rigidity (Semi-Extended level), marked by intuitive blockages during bounding strategies in non-linear tasks. Consequently, a grounded taxonomy was generated to distinguish superficial syntactic "slips" from deep-seated epistemological "errors." Significance: This framework shifts pedagogical evaluation from outcome-based syntax to transitional cognitive diagnosis, providing a powerful blueprint for addressing learning barriers and laying the theoretical foundation for future diagnostic tools.
Examining the Impact of Powtoon-Assisted Problem-Based Learning on Motivation and Critical Thinking in Primary Education Yanuarto, Wanda Nugroho; Safitri, Eni
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 3 (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.v17i3.31074

Abstract

Purpose: This study aims to investigate the effectiveness of integrating Problem-Based Learning (PBL) supported by Powtoon in enhancing students’ motivation and improving their critical thinking skills in mathematics learning. The study responds to the growing demand for 21st-century competencies and the need for instructional approaches that foster active engagement and higher-order thinking. Method: This research employed a quasi-experimental design using a pretest-posttest control group approach. The participants consisted of fourth-grade primary school students who were divided into experimental and control groups. Data were collected through a learning motivation questionnaire and a critical thinking test, and subsequently analyzed using descriptive and inferential statistical techniques. Findings: The findings revealed that students in the experimental group demonstrated significantly higher levels of motivation and stronger critical thinking skills than those in the control group. The implementation of Powtoon-assisted PBL was associated with greater student engagement, improved understanding of mathematical concepts, and more active participation in problem-solving activities. Significance: This study highlights the potential of combining innovative pedagogical approaches with digital media to support meaningful mathematics learning. The integration of PBL and Powtoon contributes to the enhancement of both affective and cognitive learning outcomes. It provides empirical evidence for the development of instructional practices that promote essential competencies required in contemporary education.

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