Al-Jabar : Jurnal Pendidikan Matematika
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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<![CDATA[Students’ Intuitive and Analytical Thinking in the Mathematics Study through the Integration of STAD and Environmental Islamic Jurisprudence (Fiqh) ]]>
<![CDATA[Abdillah Abdillah]]>;
<![CDATA[Ajeng Gelora Mastuti]]>;
<![CDATA[Muhammad Rijal]]>;
<![CDATA[Muhajir Abd. Rahman]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.6120
<![CDATA[The success of a learning process depends on the teacher’s mastery of materials, strategies, and media. Teachers need to possess high creativity to maintain their students’ interest and motivation in learning. The integration of effective learning models and appropriate media, such as using plastic waste as realia, can be one of the alternatives to improve the quality of learning. This study also aimed to examine students' awareness of environmental issues. The quantitative and qualitative data of the study were collected simultaneously to answer the research problems. Interviews were conducted during the implementation of the learning process and quizzes. A pre-experimental one-shot case study design was employed to gather the quantitative data which were then analyzed descriptively. The results of the current study showed that the students' intuitive thinking started to develop in phase 3, where they were asked to identify the type of plastic glass they were holding. Phase 4 that allowed the students to separate parts constructing the glass, determine the name of each part, and set a point of view or the purpose underlying the material presented was the phase where the students performed an analytical thinking process. In phase 5, the students were allowed to solve a mathematical problem using analytical thinking. The interaction between students' intuitive and analytical thinking shown in the identification and labeling of each type of three-dimensional form will be discussed in this article ]]>
<![CDATA[Meta-analysis: Effect of problem approach and inquiry approach toward students’ cathematical critical thinking skill over the past 4 years ]]>
<![CDATA[Ida Dwijayanti]]>;
<![CDATA[Aryo Andri Nugroho]]>;
<![CDATA[Yogi Indah Pratiwi]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.4944
<![CDATA[Several studies have been conducted to improve the critical-thinking ability through various models, including problem approach and inquiry approach. The purpose of this study is to analyze which model is the most influential to improve students' critical-thinking skills in the last 4 years of research. This type of research is a mixed-method (quantitative-qualitative which, involved 230 students in the classroom with the problem approach and 263 students with the inquiry approach. The data collection technique used was the documentation of research reports. The data analysis used was meta-analysis through effect size calculation and Z-test. The result shows that the problem approach has a greater influence on students' critical thinking skills than the inquiry approach. This is indicated by the average values of the effect size and Z-test respectively 0.9685 and 83.122 for the problem approach and 0.7207 and 77.162 for the inquiry approach. ]]>
<![CDATA[Mathematical Problem Solving Capabilities: The Impact of Search Solve Create Share and Think Pair Share learning models on Logarithmic Lesson ]]>
<![CDATA[Syahfitri Purnama]]>;
<![CDATA[Muawanah Muawanah]]>;
<![CDATA[Tista Maya Surati]]>;
<![CDATA[Rika Septianingsih]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.6740
<![CDATA[A learning can run well supported by an appropriate learning model. In this study the Search Solve Create Share (SSCS) and Think Pair Share (TPS) learning models are used. This research is a quantitative study using t test. The purpose of this study is to study whether there are differences between the SSCS learning model and the TPS learning model on students' mathematical problem solving abilities. This research is a quantitative study with a research design. Random Design Group Pretest-Posttest Group. The results of this study obtained a P-value smaller than the significance level. Hypothesis testing from this study provides conclusions about the TPS learning model better than the SSCS learning model in improving students' mathematical problem solving abilities.]]>
<![CDATA[Hypothetical learning trajectory (HLT) for proof logic topics on algebra course: What’re the experts think about? ]]>
<![CDATA[Riza Agustiani]]>;
<![CDATA[Rahmat Nursalim]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.6204
<![CDATA[Proof has a role in the formation and development of mathematics in the history of mathematics. The ability to construct proof is one indicator of mathematical reasoning which is an important component of mathematics learning outcomes, especially in Algebra. This qualitative research aims to describe the design process of the Hypothetical Learning Trajectory for Proof Logic Topics. This research is based on design research. This research consists of three stages: preparing for the experiment, the design experiment, and the retrospective analysis. Data collection techniques in this research are walkthrough and interview. The walkthrough and interview were conducted in the first stage of design research (preparing the experiment) with two activities: expert review and reader proof to collect materials to revise the HLT. Four experts participated in the expert review. The experts are chosen based on the experience, both research experience, and teaching experience. The result of this research is the design of HLT for proof logic topics consist of four activities: reading proof, completing proof, examining proof, and Constructing proof. The four activities were well-done on the design experiment stage. ]]>
<![CDATA[Improvement of Creative Thinking Ability through Problem-Based Learning with Local Culture Based on Students’ Gender and Prior Mathematics Ability ]]>
<![CDATA[Rahmi Ramadhani]]>;
<![CDATA[Fajri Farid]]>;
<![CDATA[Fitria Lestari]]>;
<![CDATA[Amir Machmud]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.4961
<![CDATA[The purpose of this study was to determine the increase of students' creative thinking, which taught using problem-based learning with local culture (PBL-Local Culture). In this study also saw the interaction between students' gender and students' prior mathematics ability. This type of research is quasi-experiment research, using pre-test post-test control group design. Data were analyzed using SPSS 25 through Two-Way ANOVA. The result shows that increasing the creative thinking abilities of students taught using problem-based learning with local culture is significantly higher than the creative thinking abilities of students taught using classical learning. Based on the result, we found that the use of problem-based learning local culture (PBL-Local Culture) offered the opportunity to give student new experience to solving real problems in their daily life, primarily related in their local culture. Students can describe how to solve the daily life problem with mathematically modelling. This learning model has given the facility to students at the end to improve their creative thinking ability. Students make the new model of problem-solving and finally they can solve that problem with their model. This study also found that the factor of students' gender and students' prior mathematics ability has not given the effect of students' creative thinking ability. It means that there is no gap in gender and the contribution of students' prior mathematics ability in students' academic skills. Based on this study, we recommendation of this model to using in other subjects in the learning class and to improving other learning ability, not limited in creative thinking ability. ]]>
<![CDATA[Concept Understanding and Mathematic Problem Solving Skills in Algebraic Materials: the Effect Of Dragonbox Game Assisted DMR Of Covid-19 ]]>
<![CDATA[Nanang Supriadi]]>;
<![CDATA[Kartika Ramadona]]>;
<![CDATA[Dona Dinda Pratiwi]]>;
<![CDATA[Santi Widyawati]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.8332
<![CDATA[This article aims to find out how the ability to understand concepts and solve mathematical problems of junior high school students in Bandar Lampung after being treated using Multy Reprecentacy Discourse learning (DMR) assisted by dragonbox games for one semester of learning. Data analysis was based on an assessment of 64 students (experimental class n = 32 and control class n = 32) using the One-way Multivariate Analysis of Variance (MANOVA) analysis technique. The results showed that significantly learning during the Covid-19 pandemic using the DMR model assisted by mathematics games had a better effect on students' understanding of concepts and solving mathematical problems partially or simultaneously.]]>
<![CDATA[The Application of the Accelerated Learning Cycle, Brain-based Learning Model, and Direct Instruction Model toward Mathematical Reasoning in Terms of Mathematical Communication ]]>
<![CDATA[Arie Purwa Kusuma]]>;
<![CDATA[Nurina Kurniasari Rahmawati]]>;
<![CDATA[Ramadoni Ramadoni]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.6185
<![CDATA[The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities ]]>
<![CDATA[Mathematical problem-solving abilities and reflective thinking abilities: The impact of the influence of eliciting activities models ]]>
<![CDATA[Suci Hartati]]>;
<![CDATA[Ratu Ayu Bilqis]]>;
<![CDATA[Achi Rinaldi]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.6709
<![CDATA[This study aims to determine the effect of the Model Eliciting Activities (MEAs) learning model to the mathematical problem-solving abilities and the mathematical reflective thinking skills. This research is a type of Quasi Experimental Design research. Data collection techniques in this study in the form of documentation and tests at the public school in Bandar Lampung with 30 students of experiment classes and 30 students of control classes. Data analysis techniques used are the normality and homogeneity test. Testing hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the result of this study, the calculation of the MANOVA test, it was concluded that there was an influence of the Model Eliciting Activities (MEAs) to the mathematical problem-solving abilities and the mathematical reflective thinking skills. The application of the Model Eliciting Activities to the mathematical problem-solving abilities and the mathematical reflective thinking skills has a relatively high level of effectiveness.]]>
<![CDATA[Students' Creative Thinking Skill in Solving Higher Order Thinking Skills (HOTS) Problems ]]>
<![CDATA[M Zaiyar]]>;
<![CDATA[Irfan Rusmar]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.5935
<![CDATA[Creative thinking skills one of the important aspects that must be possessed by students' mathematical thinking skills to connect mathematical concepts as well as the development of thinking processes in solving mathematical problems. The purposes of this research are to determine the level of students' creative thinking skills in solving Higher-Order Thinking questions and to investigate the students' creative thinking skills in solving Higher Order Thinking Questions. This research employed the descriptive qualitative method with 28 students who have passed the Calculus subjects the samples of the research determined through nonprobability sampling. The data were collected through tests and interviews. The research discovered that the average score obtained was 38.43%, specifically35.71%of the students were at the very creative level, 50% of the students were at the creative level, and 14, 29% of the students were at the fairly creative level. Students' creative thinking skills were lacking in creativeness and detail indicators. They were not able to solve problems properly and correctly. The fluency and flexibility indicators were in a good category. So, it can be concluded that the level of students’ creative-thinking skills in solving the Higher-Order Thinking Skills problems was at the creative level. ]]>
<![CDATA[Students’ Cognitive Barrier in Problem Solving: Picture-based Problem-solving ]]>
<![CDATA[A.Wilda Indra Nanna]]>;
<![CDATA[Enditiyas Pratiwi]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.5652
<![CDATA[Pre-service teachers in primary education often have difficulty in solving mathematical problems, specifically fractions that are presented with a picture. In solving problems, some thought processes are needed by the teacher to reduce students' cognitive barriers. Therefore, this study aimed to reveal the cognitive barriers experienced by students in solving fraction problems. The cognitive barriers referred to in this study are ways of thinking about structures or mathematical objects that are appropriate in one situation and not appropriate in another situation. This study employed a descriptive-qualitative method. Furthermore, participants were followed up with in-depth semi-structured interviews to find out the cognitive barriers that occurred in solving fraction problems. This study discovers that the participants, in solving fraction problems, experienced all indicators of cognitive barrier and two cognitive obstacles are found as new findings that tend to involve mathematical calculations and violates the rules in dividing images into equal parts in the problem-solving procedure. ]]>
