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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 459 Documents
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Examining the effect of AI-integrated case-based learning on undergraduate students’ critical thinking skills in mathematics education Suratno, Joko; Sirajudin, Nuraini; Bakar, Marwia; Waliyanti, Ida Kurnia
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.v17i3.31956

Abstract

Purpose: This study aims to investigate the impact of AI-Integrated Case-Based Learning (AI-CBL) on undergraduate students’ critical thinking abilities in mathematics education, addressing the lack of empirical evidence on AI’s role in fostering higher-order mathematical reasoning. Method: A quantitative quasi-experimental study using a post-test-only control group design was employed. The participants were 51 undergraduate mathematics education students from Universitas Khairun selected through purposive sampling, with 26 students in the experimental group and 25 in the control group. The experimental group received eight AI-CBL sessions, while the control group received traditional lecture-based instruction. Data were collected using a validated open-ended mathematics critical thinking test covering Analysis, Algebra, Geometry, Statistics & Probability, and Calculus (scores 40–160). Statistical analyses included descriptive statistics and an independent-samples t-test conducted using SPSS. Findings: The experimental group obtained significantly higher post-test critical-thinking scores than the control group (M = 123.08, SD = 6.70 vs. M = 90.12, SD = 6.33; p < .001). These findings indicate that students who participated in AI-CBL demonstrated higher post-test critical-thinking performance than those who received traditional instruction. Significance: This study provides evidence that integrating adaptive AI with case-based instruction can promote higher-order thinking in mathematics. Findings are relevant for educators, curriculum designers, and policymakers seeking innovative strategies to develop critical thinking skills in mathematics education.
A Mayer-Based Qualitative Evaluation of Preservice Teachers’ Animated Mathematics Videos for Problem-Solving Learning Setiani, Ana; Andayani, Sri; Hernawati, Kuswari; Hidayati, Kana; Saptaningtyas, Fitriana Yuli; Nurcahyono, Novi Andri
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.v17i3.32044

Abstract

Purpose: This study evaluates the cognitive-instructional multimedia design quality of selected animated mathematics videos, defined as the alignment of visual, verbal, and temporal design features with Richard E. Mayer’s twelve multimedia learning principles, and examines the potential relevance of these features to mathematical problem-solving learning. Method: This qualitative study employed directed qualitative content analysis. Following an initial descriptive mapping of all ten videos based on their mathematical content, visual representations, narration, text, animation, examples, and learning activities, three contrasting and information-rich cases (M5, M8, and M10) were purposively selected for in-depth analysis. The cases represented variation in visual-symbolic integration, information organization associated with potential extraneous processing demands, and learner-oriented prompting and reflective features. Qualitative coding was guided by Mayer’s twelve multimedia learning principles and supported by a four-level descriptive rating (1 = very low, 2 = low, 3 = good, and 4 = very good). Findings: M5 showed strengths in spatial contiguity, temporal contiguity, and multimedia through coordinated concrete objects, mathematical symbols, and narration. M8 showed weaknesses in coherence, redundancy, and segmenting, indicating design features potentially associated with extraneous cognitive processing. In M10, observable problem identification, opportunities to attempt solutions, and reflective questions indicated potential support for generative processing; however, stronger signaling and segmenting are needed to provide clearer cognitive guidance for problem-solving learning. Significance: This study operationalizes Mayer’s multimedia learning principles as an evaluation framework for animated mathematics videos and offers practical guidance for designing cognitively structured, concise, and segmented videos with features potentially supportive of mathematical problem-solving learning.
Comparative study of MAPLE, MATLAB, and conventional mathematics instruction on students’ critical thinking Rahmawati, Noviana Dini; Buchori, Achmad; Prasetyowati, Dina; Yuliana, Umi
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.v17i3.32147

Abstract

Purpose: This study aimed to compare students’ post-test critical-thinking performance across Maple-based, MATLAB-based, and conventional mathematics instruction and to examine whether statistically significant differences were observed between the instructional conditions. Method: This quantitative post-test-only comparative study involved 90 eleventh-grade students from a public senior high school in Blora Regency, Indonesia. Three intact classrooms were designated as Maple-based learning (n = 30), MATLAB-based learning (n = 30), and conventional instruction (n = 30) conditions. Data were collected using an essay-based critical-thinking test assessing interpretation, analysis, evaluation, and inference. Multiple linear regression with dummy-variable coding was used, with conventional instruction as the reference condition. Findings: The Maple classroom obtained a mean post-test critical-thinking score of 81.47 (SD = 7.23), followed by the MATLAB classroom at 78.23 (SD = 8.15) and the conventional instruction classroom at 62.90 (SD = 9.47). Relative to the conventional instruction condition, the Maple coefficient was 18.57 points (β = .521, p < .001), while the MATLAB coefficient was 15.33 points (β = .430, p < .001). The regression model was statistically significant, F(2, 87) = 47.83, p < .001, with R² = .524. Although the Maple classroom obtained a higher mean than the MATLAB classroom, the direct difference was not statistically significant (t = 1.61, p = .112). Significance: The findings indicate that, within the participating classrooms, both technology-supported instructional conditions were associated with higher post-test critical-thinking performance than conventional instruction. The results do not support the conclusion that Maple was superior to MATLAB. Because the study used a post-test-only design and one intact classroom represented each instructional condition, the findings should be interpreted as observed between-condition differences rather than definitive causal effects of the software environments.
Development of a Quizizz-integrated digital student worksheet to support mathematical conceptual understanding and learning motivation Khairani, Majidah; Afriyani, Dona; Rosmiyati
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/

Abstract

Purpose: This study aimed to develop and evaluate a Quizizz-integrated digital student worksheet for quadratic functions to support junior secondary students’ mathematical conceptual understanding and learning motivation.  Method: A Research and Development approach using the ADDIE model was employed. The product was evaluated using a one-group pretest–posttest design involving 58 Grade IX students at SMPN 2 Sijunjung, Indonesia. Data were collected through expert validation sheets, student and teacher practicality questionnaires, a mathematical conceptual understanding test, and an ARCS-based learning motivation questionnaire. Data were analyzed using descriptive statistics, paired-samples t-tests, effect size analysis, and N-Gain analysis.  Findings: Expert validation indicated high feasibility in content accuracy (86%), instructional design (88%), and media usability (84%). Practicality assessments also showed positive responses from students and teachers. Mathematical conceptual understanding increased from M = 65.88 (SD = 8.47) to M = 84.02 (SD = 6.52), t(57) = 15.62, p < .001, with Cohen’s d = 2.05 and an average N-Gain of 0.53. Learning motivation increased from M = 65.23 (SD = 7.21) to M = 83.57 (SD = 6.18), t(57) = 18.72, p < .001, with Cohen’s d = 2.46.  Significance: The developed worksheet demonstrates strong feasibility and practicality and shows promising potential to support conceptual learning and motivational engagement in quadratic-function instruction.
Phase A mathematics curriculum adaptation for students with intellectual disabilities, high intellectual ability, and speech and language difficulties Alim, Jesi; Putra, Zetra; Murni, Atma; Chairilsyah, Daviq; Oktaviani, Cici
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/

Abstract

Purpose: This study examined how the Phase A mathematics curriculum is adapted for students with intellectual disabilities, high intellectual ability, and speech and language difficulties while maintaining common mathematical competencies within an inclusive curriculum framework.Method: A qualitative document analysis design using a content analysis approach was employed. The data consisted of 65 curriculum related documents relevant to Phase A mathematics education, including national curriculum materials, mathematics learning documents, and individual learning program documents. The analysis focused on five mathematical elements, namely number, algebra, measurement, geometry, and data analysis and probability, and compared learning outcomes and differentiated learning objectives across learner profiles. Bloom’s Revised Taxonomy was used to interpret differences in cognitive demand, while peer checking and consensus coding were used to strengthen analytical consistency.Findings: The analysis showed that the core mathematical competencies remained broadly shared across learner profiles, whereas adaptation occurred primarily through differences in learning objectives, cognitive demand, degree of assistance, task complexity, and modes of representation. Students with intellectual disabilities were generally associated with more structured and supported objectives, students with high intellectual ability with greater complexity and cognitive extension, and students with speech and language difficulties with greater reliance on visual, written, symbolic, and other accessible forms of representation.Significance: The findings suggest that inclusive curriculum adaptation does not necessarily require separate mathematics curricula for different learner groups. Instead, differentiated learning objectives can provide multiple pathways for accessing and engaging with shared Phase A mathematical competencies, offering a curriculum-level basis for developing individualized learning programs in inclusive elementary mathematics education.
Student error profiles in solving PISA change and relationship problems: A Newman’s error analysis of field dependent and field independent students Fadhilah, Intan Ayu; Sari, Yurizka Melia; Hartono, Sugi
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.v17i3.32357

Abstract

Purpose: This study describes and compares the error profiles of Field Dependent (FD) and Field Independent (FI) students solving PISA-based Change and Relationship problems using Newman’s Error Analysis (NEA).Method: A descriptive qualitative design was employed. All 26 students in class X.3 at MA Unggul Sabira IIBS Mojokerto completed the Group Embedded Figures Test (GEFT). Four students, comprising two classified as FD and two as FI, were purposively selected based on their GEFT classification, willingness to be interviewed, and availability. Their responses to three PISA-based tasks and their clinical interview accounts were analysed using five NEA stages. Written responses and interviews were compared during the analysis.Findings: The FD participants had Transformation Errors in five of six student–item opportunities and Process Skill Errors in all six. The FI participants had Transformation Errors in four of six opportunities; one also had a Process Skill Error and two Encoding Errors. The cases differed in how difficulties developed during solutions: some earlier-stage difficulties were accompanied by later errors, while an initial representational difficulty could also be resolved.Significance: The findings show how NEA codes, read alongside students’ explanations, can identify where support may be needed in representing a problem, executing a procedure, or checking a final answer. These interpretations are limited to the four participants and three tasks examined.
Mathematics around us: The environment as a learning medium for primary students’ literacy, numeracy, and engagement, a mixed-methods quasi-experiment Panggabean, Ellis Mardiana; Maryanti, Indra; Ammy, Putri Maisyarah
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.v17i3.32755

Abstract

Purpose: This study examined whether the “Mathematics Around Us” strategy, an adaptation of Realistic Mathematics Education that treats students’ everyday surroundings as a deliberately designed non-digital learning medium, was associated with gains in mathematical literacy, numeracy, and student engagement among primary students in North Sumatra, Indonesia. Method: A quantitatively prioritized convergent mixed-methods design was used. The quantitative strand employed a pretest–posttest non-equivalent control-group quasi-experiment with 60 grade-V students purposively sampled from six intact classes in three public schools (30 experimental, 30 control) over six weeks. The qualitative strand drew on classroom observations and interviews with 18 students and six teachers and was integrated with the quantitative findings at the interpretation stage. Because treatment was allocated at the class level and only six classes were involved, inferential results are interpreted as exploratory. Findings: The experimental group showed larger gains than the control group in mathematical literacy, numeracy, and overall engagement. Between-group Hedges’ g values were 1.87, 1.54, and 1.62, respectively, and covariate-adjusted mean differences were 20.8, 19.9, and 12.8 points. Qualitative themes highlighted contextual relevance, reduced mathematics anxiety, deeper conceptual understanding, collaboration, teacher creativity, and preparation workload. Significance: The findings provide preliminary evidence that the everyday environment can be deliberately designed as a mathematics learning medium, while also indicating that teacher readiness and preparation demands are important conditions for implementation.
Inhibitory control as a regulatory process in geometry problem solving: Evidence from pre-service mathematics teachers Mutammam, Muhamad Badrul; Susanto, Susanto; Yudianto, Erfan; Kurniati, Dian
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.v17i3.32774

Abstract

Purpose: This study examined how inhibitory control was manifested as a regulatory process during geometry problem solving by pre-service mathematics teachers through an analysis of three contrasting cases. Method: Thirty-two fifth-semester mathematics education students completed a contextual geometry task. Three information-rich cases were purposively selected based on data completeness, the detail of the think-aloud data, willingness to participate in interviews, and traceability across written and verbal evidence. Written work, think-aloud data, audiovisual recordings, and task-based interviews were integrated to trace regulatory actions across understanding, planning, execution, and looking back. Findings: Inhibitory regulation was observed when participants postponed premature calculations, selected relevant information, monitored cognitive conflict, withheld insufficiently justified procedures, revised strategies, re-examined assumptions, and evaluated the plausibility of their solutions. S1 showed moderate regulation with remaining weaknesses in interpreting approximate and contextual information; S2 showed weak procedural monitoring and greater susceptibility to visual and numerical cues; and S3 showed stronger strategic monitoring but an incomplete representation of the tree-planting context. Significance: Within the three cases, inhibitory control appeared as a cross-cutting and situated regulatory process rather than a separate problem-solving stage. The proposed framework provides a process-oriented basis for analyzing how prospective teachers regulate attractive but mathematically inappropriate responses and for designing future studies that examine these actions more systematically.
Inquiry-based learning and scientific literacy: The mediating role of learning engagement among elementary school students Banawi, Anasufi; Rumasoreng, Muhammad Irfan; Nuryadi; Basta, Irawati; Setiana, Dafid Slamet
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.v17i3.30986

Abstract

Purpose: This study aims to analyse the relationship between Inquiry-Based Learning (IBL), Learning Engagement (LE) and Scientific Literacy (SL) amongst primary school pupils, with a focus on the mediating role of learning engagement in the relationship between inquiry-based learning and scientific literacy. Method: The study employed a quantitative approach using an explanatory survey design involving 250 primary school pupils in Years 4–6. Data on inquiry-based learning and learning engagement were collected via a structured questionnaire, whilst science literacy was measured using a test based on scientific contexts. Analysis was carried out using Covariance-Based Structural Equation Modelling (CB-SEM) with LISREL software to test the measurement model, structural relationships and mediating effects. Findings: Inquiry-based learning is positively correlated with learning engagement (β = 0.82), whilst learning engagement is positively correlated with science literacy (β = 1.34). The direct relationship between inquiry-based learning and science literacy is negative (β = −0.39), whilst the indirect relationship via learning engagement is positive and significant (β = 1.10; t = 6.95). This difference in direction indicates a pattern of competitive mediation, with a positive total effect (β = 0.71) Significance: This study broadens our understanding of the role of learner engagement in the relationship between inquiry-based learning and science literacy. The study identifies a competitive mediation pattern in which Inquiry-Based Learning is negatively associated with Scientific Literacy through the direct pathway but positively associated with it through Learning Engagement. This finding contributes to understanding the complexity of relationships among inquiry-learning experiences, student engagement, and scientific competence in primary education. However, the results should be interpreted as statistical associations rather than evidence of a causal mediation mechanism.

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