Al-Jabar : Jurnal Pendidikan Matematika

Journal Information
ISSN / EISSN : 2086-5872 / 2540-7562
Total articles ≅ 70
Current Coverage
DOAJ
Archived in
SHERPA/ROMEO
Filter:

Latest articles in this journal

Munifah Munifah, Annisa Nurhuda Romadhona, Ilma Ridhona, Rahmi Ramadhani, Rofiqul Umam, Hasan Said Tortop
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 223-232; 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
Kowiyah Kowiyah, Ima Mulyawati, Khoerul Umam
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 201-210; 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.
Dimas Abdi Haidar, Fajar Surya Hutama, Sunardi Sunardi
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 271-284; doi:10.24042/ajpm.v10i2.4702

Abstract:
This research aims to know the conformity of presentation based on Bruner’s theory on fourth-grade mathematics textbook. This is qualitative research. The object of research is the material presentation of a fourth-grade mathematics textbook. Based on the analysis of theorem of presentation by Bruner, the facets chapter obtains a percentage of 56% which belongs to the appropriate category. The circumference and width chapter obtains a percentage of 92% which belongs to the appropriate category. The line connection chapter obtains a percentage of 50% which belongs to the appropriate category. The angle measuring chapter obtains a percentage of 56% which belongs to the appropriate category. The overall percentage of the geometry textbook is 64% which belongs to the appropriate category. The percentage of enactive aspects implemented in the presentation of geometry in mathematics textbook is 28%., the percentage of iconic aspects implemented in the presentation of geometry in mathematics textbook is 73%, and the percentage of the symbolic aspect is 56%.
Windia Hadi, Ayu Faradillah
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 327-337; doi:10.24042/ajpm.v10i2.5331

Abstract:
This research is a preliminary study that aims to describe the algebraic thinking process of prospective mathematics teachers. This research is a qualitative descriptive study. Subjects were grouped into two categories based on high and low achievement motivation. Data is obtained based on the results of tests conducted in the algebra process. Research subjects (S1) and (S2) with high achievement motivation and subjects (S3) and (S4) with low achievement motivation using different algebraic thought processes. Subjects (S1) are able in the process of thinking algebra until crashing indicators assess understanding with understanding of the concept wrong in solving Higher Order Thinking Skills (HOTS) problems, whereas, (S2) the process of thinking algebra is only capable of chunking information (pieces of information), (S3) able in the process of thinking algebra until indicators of change with wrong answers, and the subject (S4) is able in the process of thinking algebra only until chunking information (pieces of information). Factors that cause subjects S1, S2, S3, and S4 are still unable to solve HOTS questions in algebraic thinking processes are questions of knowledge on HOTS material and difficulty understanding concepts in working on algebra need special handling in improving understanding of concepts in algebra.
Ruri Tria Astika, I Made Astra, Makmuri Makmuri, Sri Sumarni, Windi Dwi Andika, Endah Kinarya Palupi
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 251-260; 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.
Farida Farida, Hartatiana Hartatiana, Watcharin Joemsittiprasert
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 175-186; 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.
Ahmad Faisol, Fitriani Fitriani
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 285-292; 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.
A.M.Irfan Taufan Asfar, Asmawaty Asmawaty, Aisyah Nursyam
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 211-222; 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
Leni Marlena, Esti Ambar Nugrheni
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 319-326; doi:10.24042/ajpm.v10i2.4729

Abstract:
Social connection requires each individual to have a strong understanding of the environment. Concept understanding can be improved through software. The goal of this research is to predict the effect of mathematics learning using Cabri 3D software. The dependent variable is the mathematics concept of understanding ability. The independent variable is the dummy variable that determines the type of the class. The value of the dummy variable for the class that applied the Problem-based Learning (PBL) assisted by Cabri 3D is 1 and the value of the dummy variable for class without Cabri 3D is 0. Students' mathematics ability was measured by a percentage or probability. The values of the mathematical concept understanding obtained by students were converted into probability values. After the data has been collected, probit regression analysis was used to see the probability of success of mathematical concepts understanding of those who were taught using PBL and those who were taught without using PBL without Cabri 3D. The results of data analysis showed that the types of classes significantly affect the mathematical concept of understanding ability. Thus, it can be concluded that learning with Cabri 3D can improve the mathematical concept of understanding ability.
Bambang Sri Anggoro, Safitri Agustina, Ramadhana Komala, Komarudin Komarudin, Kittisak Jermsittiparsert, Widyastuti Widyastuti
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 187-200; 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.
Back to Top Top