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[an Implementation of Ethno-STEM to Enhance Conceptual Understanding ]]>
<![CDATA[Marufi Marufi]]>;
<![CDATA[Muhammad Ilyas]]>;
<![CDATA[Winahyu Winahyu]]>;
<![CDATA[Muhammad ikram]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.7834
<![CDATA[The Ethnomathematics-based STEM (Ethno-STEM) approach is currently one of the topics that receive attention to improve students' conceptual understanding. This study aimed to investigate the effect of the Ethno-STEM approach on students’ conceptual understanding. This study utilized quantitative data with a quasi-experiment. One class was chosen through a simple random sampling technique. The instruments used were conceptual understanding tests and an observation sheet of learning implementation. The data analysis techniques used were descriptive and inferential analysis, as well as the criteria of effect in instruction. Key findings point towards the importance of building an Ethno-STEAM approach that supports the conceptual understandings. Identification of critical elements of the teachers’ supports led to recommendations for teacher preparation for mathematical learning. We see the study as having value for research and practice by raising a new approach related to Ethno-STEAM and demonstrating the need for the development of theory to explain the relationships identified by this study. Key Words: ]]>
<![CDATA[Critical Thinking: How is it Developed with the Experiential Learning Model in Junior High School Students? ]]>
<![CDATA[Anik Yuliani]]>;
<![CDATA[Yaya Sukjaya Kusumah]]>;
<![CDATA[Jarnawi Afghani Dahlan]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.8857
<![CDATA[This research aims to determine whether the achievement and improvement of mathematical critical thinking abilities of junior high school students who get the experiential learning model is better than those who get conventional learning and to find out which indicators of critical thinking abilities that junior high school students find difficult. This research is a quantitative research with a quasi-experimental research type. The design in this research was the randomized pretest-posttest control group design. The instrument used in this research is a set of tests to describe the mathematical critical thinking ability with a system of two-variable linear equations. The analysis used in this research using the t test, with a one-party hypothesis. Post-test data is used to see the achievement of mathematical critical thinking abilities and N-gain data to see the improvement. The conclusion in this research is the achievement and improvement of mathematical critical thinking abilities of students who receive experiential learning is better than the mathematical critical thinking abilities of students who receive conventional learning. There is aspect that students find difficult, namely the advanced clarification aspect. ]]>
<![CDATA[Mathematical Literacy: A Case Study on Padang Students' Mathematical Ability ]]>
<![CDATA[Yulia Yulia]]>;
<![CDATA[Martin Kustati]]>;
<![CDATA[Juli Afriadi]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.8538
<![CDATA[This study aims to analyze student mathematical literacy ability from the perspective of students' Mathematical Ability. This research is a descriptive study with a qualitative approach. The research subjects were three students of XI IPA 1 MAN 1 Padang with different mathematical abilities: low, medium, and high. Data were collected through documentation, tests, and interviews. The results of the analysis show that students with high abilities can solve routine problems, interpret problems and solve them with formulas, carry out procedures well, can deal with complex situations, use their reasoning in solving problems, can work effectively and interpret different representations and then relate them to the real world. Students with moderate abilities can solve routine problems, interpret problems and solve them with formulas, and carry out procedures properly. Meanwhile, students with low abilities are only able to solve routine questions. Based on these results, it is necessary to look for strategies in the mathematics learning process, which enable the improvement of students' mathematical literacy skills.]]>
<![CDATA[Contrasting Mathematical Phenomena and Concepts in Ethnomathematics through Etic and Emic Approaches: A Study of Dhikr Jahar Practices in Tariqa Qodiriyah Naqsyabandiyah Ma’had Suryalaya ]]>
<![CDATA[Eko Yulianto]]>;
<![CDATA[Wahyudin Wahyudin]]>;
<![CDATA[Ahmad Tafsir]]>;
<![CDATA[Sufyani Prabawanto]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.8805
<![CDATA[Ethno-mathematical research trends pioneered by D'Ambrosio are on the rise, especially in Indonesia as a nation with high cultural diversity which has a lot of potential researches to be explored. This paper has two major objectives, first to explore the importance of the role of mathematics in the practice of Dhikr Jahar in Tariqa Qodiriyyah Naqsyabandiyyah and second to contrast the differences between mathematical phenomena and mathematical concepts in ethnomathematics research. Attempts to contrast the mathematical phenomena and mathematical concepts in ethnomathematics was expected to provide a sharper highlight in the writing of ethnomathematics research. This research used qualitative methods with two approaches, namely ethnography and phenomenology. The locations of the research are at Pondok Pesantren Suryalaya-Sirnarasa and Padepokan Talangraga Tasikmalaya with observations for 9 months in the first stage and then 6 months in the second stage. The number of respondents interviewed in this research were 48 people. Data processing was performed using the Nvivo 12 Plus. The results showed that there are many mathematical phenomena in the practice of Dhikr Jahar Ikhwan TQN. In carrying out the practice of dhikr, the Ikhwan used a mathematical concept with two events, fingers and prayer beads aids. The concept of counting in dhikr was used strictly by the Ikhwan. They believe that numbers have an important role in the quantity of dhikr. Contrasting mathematical phenomena and mathematical concepts can be done with an emic and etic approach and is expected to become an alternative style in ethnomathematics research. ]]>
<![CDATA[Course Review Horay-Based Bamboo Dancing in 21st Century Learning: How Can We Assess Students' Mathematical Creative Thinking? ]]>
<![CDATA[Suherman Suherman]]>;
<![CDATA[Kristóf Lakatos]]>;
<![CDATA[Rosida Rakhmawati Muhammad]]>;
<![CDATA[Binti Khoiriyah]]>;
<![CDATA[Komarudin Komarudin]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.8345
<![CDATA[Education in the 21st-century era can provide students with learning experiences that influence individual growth. This study aimed to determine the effect of integrating the Bamboo Dance learning model and Course Review Horay on students' mathematical creative thinking. The design of this study was quasi-experimental. Data collection instruments were open-ended test questions of mathematical creative thinking. The normality test and the homogeneity test were used as the analysis techniques. The hypothetical testing was performed using one-way ANOVA and Scheffe's method. The results of the analysis showed that the data were normally distributed and homogeneous. As a result of applying the Bamboo Dance learning model integrated with Course Review Horay, the students' mathematical creative thinking was better than the conventional learning model. The Bamboo Dance Model can provide information equally. The Course Review Horay's learning model can make students happy during the learning. This research implies that lecturers can apply BD-CRH as an alternative in improving students' mathematical creative thinking.]]>
<![CDATA[The Achievement of Middle School Students’ Mathematical Problem Solving Abilities through Project-Based Learning Models ]]>
<![CDATA[Dahlia Fisher]]>;
<![CDATA[Yaya Sukjaya Kusumah]]>;
<![CDATA[Jarnawi Afgani Dahlan]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.8858
<![CDATA[This research aims to determine the use of project-based learning (PjBL) in the achievement of students' mathematical problem-solving abilities. The variables in this research were PjBL and mathematical problem-solving abilities. The instrument in this research was a description test of mathematical problem-solving abilities, which was analyzed by testing the hypothesis using the Mann Whitney U test. The results showed that the average value of students learning using PjBL was higher than students learning using conventional models. The results of the Mann Whitney test show that learning using PjBL is effective in improving students' mathematical problem-solving abilities.]]>
<![CDATA[Corrective Feedback, Self-Esteem and Mathematics Learning Outcomes ]]>
<![CDATA[Zubaidah R]]>;
<![CDATA[Dona Fitriawan]]>;
<![CDATA[Edy Yusmin]]>;
<![CDATA[Asep Nursangaji]]>;
<![CDATA[Ade Mirza]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.8659
<![CDATA[One of the strategies to respond the formative assessment results is corrective feedback. Through corrective feedback, it can be verified and elaborated the part of each items where an error occurs which must be reviewed and corrected by students based on the signs given. The purpose of this research is to review the effect of corrective feedback on formative evaluation and mathematics self-esteem on student’s mathematics learning outcome on junior high school by controlling the prior mathematics knowledge of students. The samples were 120 seventh grade students in junior high school on first semester chosen by using random sampling. The method in this research is quasi experiment by using the design of treatment by level 2 × 2. Data were analyzed by using analysis of covariance (ANCOVA). After controlling the prior mathematics knowledge of students, in general, direct corrective feedback was more suited to increase mathematics learning outcomes on junior high school student than indirect corrective feedback. There was an interaction effect on providing corrective feedback and self-esteem on the mathematics learning outcomes. For the student who have high self-esteem, indirect corrective feedback is more suitable to increase mathematics learning outcomes while for the students who have low self-esteem, direct corrective feedback is more suitable to increase mathematics learning outcomes. It is recommended to the mathematics teachers to provide corrective feedback after provision of formative assessment in their class.]]>
<![CDATA[The Effectiveness of STEM-Based PjBL on Student’s Critical Thinking Skills and Collaborative Attitude ]]>
<![CDATA[Vera Rosalina Bulu]]>;
<![CDATA[Femberianus Tanggur]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.8831
<![CDATA[PjBL and STEM learning models can overcome the lack of critical thinking skills and collaboration. Those learning models involve 4C that support students’ critical thinking skills and collaboration. This study aimed to identify the effectiveness of STEM-based PJBL models on students’ critical thinking skills and collaborative attitudes. This study was quantitative research with a descriptive method. The data had been collected using a critical thinking skills test, collaborative attitude questionnaires, and learning observation guidelines. Before performing data analysis, the researchers performed prerequisite tests consisting of the normality test, homogeneity test, variance-covariance matrix homogeneity test, N-Gain test, and effectiveness test. The basic assumption test results showed that the MANOVA test could be performed. The MANOVA test results revealed that the STEM-based PjBL learning model effectively improved students' critical thinking skills and collaborative attitudes.]]>
<![CDATA[Mathematical Problem Solving Ability: The Impact of Mathematics Learning Videos on an E-Learning Platform ]]>
<![CDATA[Aufa Salsabila]]>;
<![CDATA[Trisna Roy Pradipta]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.8708
<![CDATA[This study aimed to determine the effect of instructional videos on an e-learning platform toward students' mathematical problem solving ability. This research employed the quantitative aproach and experimental research design. This study utilized a test instrument to determine students' mathematical problem solving abilities. Furthermore, a t-test was performed on the data that had fulfilled the prerequisite testings: the normality test and the homogeneity test. The results indicated that there was an effect of mathematics learning videos on the e-learning platform on students' mathematical problem solving abilities. Students who watched the instructional videos had better mathematical problem solving abilities than students who did not watch the instructional videos. ]]>
<![CDATA[Enhancing Mathematical Problem-Solving Skills of Indonesian Junior High School Students through Problem-Based Learning: a Systematic Review and Meta-Analysis ]]>
<![CDATA[Suparman Suparman]]>;
<![CDATA[Yohannes Yohannes]]>;
<![CDATA[Nur Arifin]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i1.8036
<![CDATA[Many researchers have conducted previous meta-analysis studies regarding problem-based learning (PBL) to enhance problem-solving skills. However, their research does not focus on mathematical problem-solving skills (MPSS). This study aims to summarize, estimate, and evaluate PBL implementation's effect in enhancing the MPSS of Indonesian junior high school (JHS) students and investigate the study characteristics that affect the heterogeneous effect size data. Twenty-nine relevant primary studies published in national and international journals and proceedings during 2011 – 2020 were analyzed using the systematic review and meta-analysis. The analysis tool used the Comprehensive Meta-Analysis (CMA) software by selecting the formula of Hedge to determine its effect size. The result showed that the overall PBL implementation had a medium positive effect (g = 0,743; p less than 0,05), significantly enhancing the MPSS of Indonesian JHS students based on the random effect model. Also, the characteristics of sample size, research area, sampling technique, and publication year did not affect the heterogeneous effect size data. These results suggest that Indonesian JHS mathematics teachers should select PBL as one of the best solutions in implementing mathematics learning in the classroom to enhance students' MPSS.]]>
