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.
Articles
304 Documents
<![CDATA[Sebaran Generalized Extreme Value (GEV) Dan Generalized Pareto (GP) untuk Pendugaan Curah Hujan Ekstrim di Wilayah DKI Jakarta ]]>
<![CDATA[Achi Rinaldi]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 7, No 1 (2016): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v7i1.137
<![CDATA[Extreme event such as extreme rainfall have been analyzed and most concern for the country all around the world. There are two common distribution for extreme value which are Generalized Extreme Value distribution and Generalized Pareto distribution. These two distribution have shown good performace to estimate the parameter of extreme value. This research was aim to estimate parameter of extreme value using GEV distribution and GP distribution, and also to characterized effect of extreme event such as flood. The rainfall data was taken from BMKG for 5 location in DKI Jakarta. Both of distribution shown a good perfromance. The resut showed that Tanjung Priok station has biggest location parameter for GEV and also the biggest scale parameter for GP, that mean the biggest probability to take flood effect of the extreme rainfall.]]>
<![CDATA[The Phenomenon of Boarding School and Its Mathematics Learning ]]>
<![CDATA[Aan Hendrayana]]>;
<![CDATA[Anwar Mutaqin]]>;
<![CDATA[Syamsuri Syamsuri]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 1 (2019): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v10i1.4104
<![CDATA[The phenomenon of boarding school has evolved since the 1990s. In addition to having advantages, the school also has barriers in the learning process. Therefore, the need to explore some information directly related to the reasons why boarding school is developed, students’ life in school together and the learning process that occurred. The research method is used a qualitative approach. Schools in this study are limited to Islamic boarding schools at junior high school level in grade VII. The research procedure is undertaken to find the phenomenon of research subjects that occurred at boarding schools. The validity of data in this research uses source and method triangulation techniques, namely by checking phenomena obtained from observations, interviews with parents, interviews with students, interviews with teachers, and interviews with teachers dormitories. The general conclusion regarding Islamic-based boarding schools is that the school has become the choice of parents in educating their children to gain abilities in the religious and academic fields. In mathematics learning, the teachers prefer direct approach learning rather than indirect learning, and also most of them do not use a lesson plan as teaching guides. Therefore, the school must be able to choose and apply a learning approach oriented to the conditions of diversity that occur in boarding schools so that students have no difficulty in receiving the subject matter. ]]>
<![CDATA[PENGEMBANGAN MODUL MATEMATIKA DENGAN STRATEGI PROBLEM SOLVIN GUNTUK MENGUKUR TINGKAT KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA ]]>
<![CDATA[Bambang Sri Anggoro]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 6, No 2 (2015): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v6i2.25
<![CDATA[Penelitian ini dilatar belakangi oleh rendahnya kemampuan tingkat berpikir kreatif matematis siswa MAN 1 Pesisir Barat dan hasil belajar yang kurang optimal, dan masih banyak guru yang menerapkan pembelajaran yang konvensional dan juga lemahnya penggunaan bahasa pada buku matematika serta ilustrasi yang tidak komunikatif dan interaktifsehingga tidak berhasil menyampaikan pesan inti buku.Berdasarkan permasalahan tersebut, maka perlu dikembangkan pembelajaran matematika yang dapat memberikan keleluasaan peserta didik untuk belajar berpikir secara aktif dan kreatif dalam memecahkan masalah yang dihadapi, salah satunya pembelajaran dengan menggunakan modul.Penelitian ini dilakukan dengan tujuan untuk mengembangkan modul matematika dengan strategiproblem solvinguntuk mengukur tingkat kemampuan berpikir kreatif matematis siswa kelas XI MA pada materi statistika. Penelitian yang penulis lakukan merupakan penelitian pengembangan modul dengan beberapa tahap yaitu tahap analisis produk yang akan dikembangankan, tahap pengembangan produk awal, tahap validasi ahli dan tahap uji coba dan revisi, pada tahap revisi yaitu memperbaiki modul yang belum memenuhi standar uji kelayakan modul, sesuai dengan ide dan saran dari para ahli.Dalam uji coba produk, pengumpulan data diperoleh dengan menggunakan instrument tes dengan materi statistika, insrumen berbentuk essay tes kemampuan tingkat berpikir kreatif matematis siswa.Berdasarkan hasil penelitian dan pengolahan data didapatkan hasil nilai belajar pre-testdengan nilai rata-rata 20,0645, sedangkan nilai belajar post-test memiliki rata-rata nilai 39,6774, dilihat dari nilai tersebut diketahui bahwa terdapat peningkatan hasil belajar siswa dengan selisih rata-rata kelas 19,6129. sehingga modul matematikadengan strategiproblemsolving dengan materi statistika dapat mengukur tingkat kemampuan berpikir kreatif matematis siswa.]]>
<![CDATA[Validity of Lesson Plan Based on Multiple Intelligences for Learning Mathematics in Yunior High School Students ]]>
<![CDATA[Vigih Hery Kristanto]]>;
<![CDATA[Resty Rahajeng]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 8, No 2 (2017): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v8i2.1580
<![CDATA[The purpose of this study was to determine the validity of multiple intelligences based lesson plans for mathematics learning in junior high school students. Research method with qualitative and quantitative research methods. The results of the qualitative research obtained are a description of the validity of multiple intelligence-based lesson plans for learning mathematics in students. While quantitative research results from the scores obtained in the validity test. The data collection instrument used was in the form of a questionnaire to test the level and lesson plan that included in it. The validation guideline used consists of two types, namely guidelines for validating linguistic aspects and guidelines for validating aspects of the substance. Criteria for practicality and effectiveness of a learning tool which in this study is devoted to lesson plans, is measured based on the results of the draft trial. This validation guide is given to two expert validators, the first validator is a validator with the linguistic expertise field and the second validator is a validator of mathematical experts. Validators with linguistic expertise are used to determine the validity of linguistic aspects, while validators of the field of mathematical expertise are used to determine the validity of aspects of the substance. The results showed that the validity of linguistic aspects was 3.35 and the validity of the substance aspect (content) was 3.82, so it could be concluded that the lesson plan that had been prepared based on multiple intelligences for mathematics learning in junior high school students was valid based on linguistic aspects and aspects of substance.]]>
<![CDATA[The Sufficient Conditions for M[[S,w]] to be T[[S,w]]-Noetherian R[[S,w]]-module ]]>
<![CDATA[Ahmad Faisol]]>;
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v10i2.5042
<![CDATA[In this paper, we investigate the sufficient conditions for T[[S,w]] to be a multiplicative subset of skew generalized power series ring R[[S,w]], where R is a ring, T Í R a multiplicative set, (S,≤) a strictly ordered monoid, and w : S®End(R) a monoid homomorphism. Furthermore, we obtain sufficient conditions for skew generalized power series module M[[S,w]] to be a T[[S,w]]-Noetherian R[[S,w]]-module, where M is an R-module.]]>
<![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[PENGEMBANGAN SOAL BERPIKIR KRITIS UNTUK SISWA SMP KELAS VIII ]]>
<![CDATA[Syutharidho Syutharidho]]>;
<![CDATA[Rosida Rakhmawati]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 6, No 2 (2015): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v6i2.45
<![CDATA[Mempertimbangkan hal yang merupakan tujuan dari pembelajaran matematika yaitu berpikir kritis dan kreatif (Karso, 2005), maka dirasa perlu untuk mengembangkan soal berpikir krtis sebagai salah satu langkah membiasakan siswa untuk berpikir krtis dan menjadikan dasar berpikir bahwasanya seorang guru harus mendominasi soal matematika dengan tipe soal berpikir kritis sebagai langkah untuk menciptakan efektivitas dan kebermaknaan dalam proses pembelajaran. Penelitian ini bertujuan untuk menghasilkan soal berpikir kritis yang valid dan praktis kemudian untuk mengetahui efek potensial terhadap hasil belajar siswa. Fokus dari penelitian ini adalah pengembangan soal sesuai dengan prosedur development research yang melalui empat tahapan yaitu self evaluation, expert review dan one-to-one, small group, dan field test. Penelitian ini menghasilkan tiga prototipe. Prototipe pertama adalah hasil dari desain pada tahap self evaluation, kemudian hasil revisi dari uji expert review dan one-to-one dihasilkan prototipe kedua, dan hasil revisi dari kegiatan small group dinamakan prototipe ketiga dan dijadikan sebagai prototipe akhir. Pengumpulan data dilakukan dengan cara tes dan analisis dokumentasi jawaban siswa.]]>
<![CDATA[Discovery Learning to Develop Student Reflective Thinking Ability and Self-Efficacy ]]>
<![CDATA[Mega Kusuma Listyotami]]>;
<![CDATA[Sri Hastuti Noer]]>;
<![CDATA[Een Yayah Haenilah]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 9, No 1 (2018): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v9i1.2839
<![CDATA[The research and development aims to produce a discovery learning model that is oriented towards the student ability of reflective thinking and self-efficacy. The research was conducted using the Research and Development (R and D) method. The research and development model used refers to the procedure of R and D development by Gall and Borg by Sukmadinata that is ADDIE. The steps for implementing the research and development strategy include; (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. The Data collecting methods and instruments are used tests and non-tests. The Data collection techniques using observation, interviews, questionnaires, and tests. The Data analysis techniques used in research and development are quantitative and qualitative descriptive. The results showed that the discovery learning model that was oriented towards the student ability of reflective thinking and self-efficacy was effective to improve the student ability of reflective thinking and self-efficacy respectively by 77% and 30%.Keywords: Discovery Learning, Relative thinking, dan Self-Efficacy]]>
<![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[Analisis Proses Berpikir Siswa dalam Memecahkan Masalah Matematika berdasarkan Langkah-Langkah Bransford dan Stein ditinjau dari Adversity Quotient ]]>
<![CDATA[Avissa Purnama Yanti]]>;
<![CDATA[Muhamad Syazali]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 7, No 1 (2016): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v7i1.132
<![CDATA[This study aims to describe the thinking process of students of MAN I Bandar Lampung based on Adversity Quotient (AQ) type climbers, campers and quitters in solving mathematical problems based on Bransford and Stein theories on equations and quadratic functions. This research is a qualitative descriptive research. Research subjects were determined through purposive sampling, and this research was conducted in class X MIA 4 MAN I Bandar Lampung with subject of 6 students divided into 3 groups. The first group consisted of 2 students of type climbers, the second group consisted of 2 students of campers, and the third group consisted of 2 students of type quitters. To determine the type of Adversity Quotient (AQ) of the subject to be selected, the ARP test is used. The data collection technique in this study uses the test method, unstructured interview method conducted on selected subjects and documentation method. Data analysis techniques through data reduction, data presentation, and conclusions. Written test result data is analyzed based on indicators that meet conceptual, semiconceptual, and computational thinking processes. The technique of data validity is done by using triangulation technique comparing data of test result and interview result to subject of climbers, campers and quitters. Based on the data analysis results obtained that the subject with the type Adversity Quotient (AQ) each has a different thinking process. Subjects with type climbers tend to have a conceptual thinking process in solving mathematical problems based on Bransford and Stein theories. Subjects with type campers tend to have a semiconceptual thinking process in solving mathematical problems based on Bransford and Stein theories, and subjects with type quitters in solving problems based on Bransford and Stein theories tend to have a computational thinking process.]]>
