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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 21 Documents
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Search results for , issue "Vol 12, No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika" : 21 Documents clear
Diagnosis of Basic Mathematics Learning Difficulties for Students from Science, Social Studies, and Vocational High School Backgrounds Netriwati, Netriwati; Mulya, Neni
Al-Jabar: Jurnal Pendidikan Matematika Vol 12, No 1 (2021): 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.v12i1.20800

Abstract

This research aims to explore the specific learning challenges encountered by students in the Mathematics Education Program at UIN Raden Intan Lampung, especially those with educational backgrounds in Science, Social Studies, and Vocational Studies, in the context of mathematics learning. Adopting a qualitative approach, this study employed purposive and Snowball Sampling techniques. It focused on students from classes A and B in the Mathematics Education Program. The findings reveal that students with a Science background tend to struggle with concept comprehension and the application of mathematical problem-solving techniques. Furthermore, a significant factor contributing to learning difficulties, observed in students from Science, Social Studies, and Vocational backgrounds, is a lack of interest in learning. The study concludes that the learning challenges faced by Mathematics Education students are not solely attributable to their educational backgrounds (Science, Social Studies, or Vocational). Instead, a predominant factor is their low level of interest in learning. This suggests the need for diverse learning strategies to enhance interest and understanding of mathematical concepts among students.

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