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Al-Jabar : Jurnal Pendidikan Matematika
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
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 203 Documents
MATHEMATICAL CONCEPT UNDERSTANDING: THE IMPACT OF INTEGRATED LEARNING MODEL Asfar, A.M.Irfan Taufan; Asmawaty, Asmawaty; Asfar, A. M. Irfan Akbar; Nursyam, Aisyah
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.3880

Abstract

This study aims to investigate the improvement of students' mathematical concepts understanding through the application of Guided, Explained, Collaborated & Evoked (GECE) Learning Strategy. The GECE Learning Strategy originates from the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model. The quasi-experimental with nonequivalent control group design was employed in this study. The instruments used were a test in the form of a description based on real-world concepts and a questionnaire to determine students' responses in the process of learning mathematics. Based on the results of hypothesis testing using the Mann-Whitney test, it was obtained that p <? (0.001 <0.005) which shows that the application of the GECE learning model affects students' mathematical concept understanding with n-gain of 0.62 (medium category). The effectiveness of the learning model applied was measured using Cohen's formula and a value of 1.88 (high category) was obtained. The results were also supported by positive students' responses of 3.45 which means that the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model could effectively improve students' mathematical concepts understanding. 
THE SUFFICIENT CONDITIONS FOR M[[S,W]] TO BE T[[S,W]]-NOETHERIAN R[[S,W]]-MODULE Faisol, Ahmad; Fitriani, Fitriani
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.5042

Abstract

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.
HOW TO MANAGE NUMERICAL ABILITIES IN ALGEBRA MATERIAL? Munifah, Munifah; Romadhona, Annisa Nurhuda; Ridhona, Ilma; Ramadhani, Rahmi; Umam, Rofiqul; Tortop, Hasan Said
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.5325

Abstract

Numerical ability is very help students understand the material, analyze any problems, and apply math concepts in daily life so that numerical abilities of students is a factor that can affect learning outcomes. Determine the effect of learning model Scramble and learning model with SAVI (Somatic, Auditory, Visual, and Intellegence) on the ability of numerical be the purpose of this article. The design of the research used Quasy Experimental Design, with the instrument used for the study in the form of test numerical ability. Data analysis used the T-test. Based on the results of the research concluded that the learning model Scrambler and learning model SAVI has a significant influence on numerical ability. And both of them is a model of learning which is equally effective against numerical abilities in order to improve learning outcomes is more optimal. But model pembelajaran SAVI is more effective than learning models scramble
THE USE OF REALISTIC MATHEMATICS EDUCATION (RME) IN IMPROVING MATHEMATICAL ANALOGICAL ABILITY AND HABITS OF MIND Farida, Farida; Hartatiana, Hartatiana; Joemsittiprasert, Watcharin
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.3540

Abstract

The purposesof this study are to see whether there are differences in mathematical analogical abilities between the class that was taught using Realistic Mathematics Education (RME) and class that was taught using expository learning, to see whether there are differences in mathematical analogical abilities of students who have high, medium, low habits of mind  taught using Realistic Mathematics Education Learning(RME), and to see whether there is an interaction between the use of Realistic Mathematics Education Learning( RME) on habits of mindand students' mathematical analogical abilities. This research is experimental, specifically thequasi-experimental design. The two-way ANOVA was used to analyze the data. Based on the results of the study, it can be concluded that: 1) there are differences in mathematical analogical abilities between the class that was taught using Realistic Mathematics Education (RME) and class that was taught using expository learning; 2) there are differences in mathematical analogical abilities of students who have high, medium, lowhabits of mind taught using Realistic Mathematics Education Learning(RME); 3) there is no interaction between the use of Realistic Mathematics Education Learning(RME)on the habits of mind and students' mathematical analogical abilities. 
DEVELOPING AN ALGEBRA TEXTBOOK BASED ON PROBLEM SOLVING TO IMPROVE STUDENT' LEARNING ACHIEVEMENT Lusiana, Restu; Andari, Tri
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.4906

Abstract

Students' mathematics learning achievement is influenced by many factors, one of which is the learning media used. The textbook is one alternative learning media. The textbook used previously was not focused on problem-solving, so that this development research aims to produce a textbook based on problem-solving in algebra that is valid, effective, and practical. This research uses Gall & Borg development research which is limited to seven steps namely research and information collecting, planning, developing a preliminary form of product, preliminary field testing, main product revisions, main field testing, and dissemination. This research was conducted at the Department of Mathematics Education, Universitas PGRI Madiun. Instruments and data collection used in this study were textbook validation sheets, learning outcomes tests, and student response questionnaire. The results of the research showed that the validation result of the textbook was included in the highly valid criteria (86,74 %), the test results met the criteria of classical completeness (82,75%), and the students' response to the textbook was very high (83,33%). Based on these results, it can be concluded that the algebra textbook based on problem-solving can be used in learning. The results of the application of an algebra textbook based on the problem-solving show an increase in student achievement with an N-Gain value of 0.32. 
HIGH ORDER THINKING SKILLS (HOTS) STUDENTS IN SOLVING GROUP PROBLEM BASED GENDER Rahayuningsih, Suesthi; Jayanti, Rani
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.4872

Abstract

This research aims to describe how students think based on high order thinking skills (HOTS) indicators based on gender. This research was a descriptive research with a qualitative approach. Data collection was done by task-based interviews. The interview revealed High Order Thinking Skills (HOTS) based on indicators analyzing, evaluating and creating. The data in this research was in the form of interviews and tests of group problems. To check the validity of the data triangulation was done. The triangulation done was time triangulation. This research involved 19 students, which consisted of 3 male students and 16 female students. The results of the research showed that the thinking ability of male students in solving group problems at the analysis stage was 66.67%, at the evaluation stage of 33.33% and at the creation stage of 0%. While the thinking ability of female students in solving group problems at the analysis stage was 62.5%, at the evaluation stage at 43.75% and at the creation stage of 0%. This shows that mastery of HOTS in the analysis aspect, male students are better than female students while in the evaluation stage female students are better than male students. And at the stage of creating. Male students get the same score as female students.
AN ANALYSIS OF STUDENTS' LEARNING STYLE, MATHEMATICAL DISPOSITION, AND MATHEMATICAL ANXIETY TOWARD METACOGNITIVE RECONSTRUCTION IN MATHEMATICS LEARNING PROCESS ABSTRACT Anggoro, Bambang Sri; Agustina, Safitri; Komala, Ramadhana; Komarudin, Komarudin; Jermsittiparsert, Kittisak; Widyastuti, Widyastuti
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.3541

Abstract

The purpose of this research is to find out whether there is an influence of learning styles, mathematical disposition, and mathematical anxiety on metacognitive reconstruction in mathematics learning and to know how learning styles, mathematical disposition, andMathematical anxietyaffect metacognitive reconstruction in mathematics learning. This research was conducted using theMixed Method. The data processing in this research uses the Structural Equation Model (SEM) through the application of the Lisrel 8.80 program. Based on the data and research results, it can be concluded that: 1) there is an influence of learning style, mathematical disposition, and mathematical anxietyon metacognitive reconstruction in mathematics learning; 2) students with goodmetacognitive reconstruction prefer visual learning style and have a high mathematical disposition and low level of anxiety. Students with medium metacognitive reconstructions category prefer kinesthetic learning styles andhave a moderate mathematical disposition and moderate levels of anxiety. Students with low metacognitive reconstruction categories prefer audio learning styles and have a low mathematical disposition and a high level of anxiety. 
ANALYSIS OF STUDENTS' ERRORS ON THE FRACTION CALCULATION OPERATIONS PROBLEM Safriani, Wirda; Maulidi, Ikhsan; Munzir, Said; Duskri, M
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.5224

Abstract

Students' errors on fraction problems often occur, especially in fraction counting operations. This error shows that the ability of students who do not understand the fraction problems. To overcome these errors, attention from the teacher is needed so that mistakes can be resolved. The purpose of this study is to describe students' errors in the fraction counting operation problem on each indicator, which is related to converting mixed fractions to ordinary fractions, determining fractions of value, and performing fraction addition and subtraction operations. This research is a qualitative descriptive study. The results showed that the majority of students experienced concept errors on each indicator requested in this study. Also, students make other mistakes such as mistakes of principle and carelessness. 
SURVEY OF ELEMENTARY SCHOOL TEACHER NEEDS ON VIDEO LEARNING MATHEMATICS BASED ON CONTENTEXTUAL TEACHING AND LEARNING IN PELEMBANG CITY Astika, Ruri Tria; Astra, I Made; Makmuri, Makmuri; Sumarni, Sri; Andika, Windi Dwi; Palupi, Endah Kinarya
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.4936

Abstract

This study aims to gather information about the needs of elementary school teachers in the application of effective mathematics learning. This research is part of a research entitled Development of Learning Videos Based on Contextual Teaching and Learning Approaches to Improve Student Learning Outcomes of Primary Schools in Palembang City. The method used is research and development in the form of survey data. The survey method was carried out using a questionnaire in the Google form on 39 teachers in Palembang. The results of the distribution of the questionnaire interpreted that elementary school teachers were in dire need of media, especially in the form of contextual based mathematics learning videos. The conclusion of this research is the need for the development of learning videos to facilitate teachers in teaching contextual mathematics so that it will have a good impact on learning outcomes of elementary school students. 
CONCEPTUAL UNDERSTANDING AND MATHEMATICAL REPRESENTATION ANALYSIS OF REALISTIC MATHEMATICS EDUCATION BASED ON PERSONALITY TYPES Kowiyah, Kowiyah; Mulyawati, Ima; Umam, Khoerul
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v10i2.4605

Abstract

Conceptual understanding and representation in mathematics are both important mathematical abilities to develop. Conceptual understanding and representation abilities are needed by students to solve mathematical problems. The aim of this research was to describe the representation of mathematics of RME based on student's personality type, the conceptual understanding in RME based on student's personality type. In this research, 8 PGSD students from artisan, idealist, guardian, and rational personality types were selected as subjects. The methods used in this research were tests, interviews, and documentation of personality type questionnaires of the students according to (Keirsey, 1984)). The tests and interviews were analyzed to describe the conceptual understanding and representation abilities of the students. The results of this research were that the students with the rational personality type were very good at identifying and making examples, traits and conditions. Students with the idealist personality type were very good at identifying verbally and in written form. All four personality types? conceptual understanding when identifying and distinguishing concepts was still poor. Meanwhile, for the mathematical representation aspect, all four personality types were very good at visual mathematical representation in the form of figures and tables. 

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