Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
type: channel
description: paris77 mogetoto slot online idn play deluna4d slot gacor Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika (Alifmatika: Journal of Mathematics Education and Learning) published by Tarbiyah Faculty of Ibrahimy University. Published biannually in June and December. Reviewers will review any submitted paper with review process employs a double-blind review, this matter means that both the reviewer and author identities are concealed from the reviewers, and vice versa... The Focus of this journal contains writings that are taken from the results of the research, and the results of deep (conceptual) thinking in the field of mathematics education and mathematics learning. The Scope of this journal includes: (1) Educational studies, (2) Ethnomathematics, (3) Mathematics Abilities, (4) Mathematical thinking, (5) Developmental Research, (6) Assessment and Evaluation, (7) Pedagogical content knowledge, (8) Theory and practice studies, (9) Mathematical integration studies, and (10) Realistic Mathematics Education (RME). e-ISSN: 2715-6109 | p-ISSN: 2715-6095. Indexed by DOAJ, EBSCO, Sinta 2, Dimensions. Stationbet Essewin togel online link togel data result macau slot gacor bandar togel toto macau agen slot halimtoto halimtoto halimtoto halimtoto slot777 slot pulsa halimtoto situs toto slot88 jepangbet link slot gacor slot toto padukabet slot halimtoto slot 4d slot gacor toto slot slot gacor monk4d sudirman168 slot dana sudirman168 link slot toto toto slot gacor slot thailand gacor 777 mpo500 slot mahjong slot gacor slot gacor agen slot slot777 slot gacor sbobet situs toto slot mahjong toto slot watitoto slot gacor slot gacor solo333 slot gacor slot online slot gacor myhoneybeebook.com situs toto https://shiftedtimes.com/ tototogel slot deposit 1000 slot depo 5k link slot slot138 batmantoto wiltoto toto slot toto togel situs toto togel resmi situs togel togel online togel 88 slot toto slot depo 10k situs toto login limameja goltogel jonitogel https://pcpisb.gov.pk/ pus…
publisher: Fakultas Tarbiyah Universitas Ibrahimy
language: en-US
publication name: Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
issn: 2715-6095
copyright: COPYRIGHT NOTICE Author (s) who publish in Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika agree to the following terms: The Author (s) submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika, Tarbiyah Faculty of Ibrahimy University as the publisher of the journal. Consecutively, author(s) still retain some rights to use and share their own published articles without written permission from Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright encompasses rights to publish and provide the manuscripts in all forms and media for the purpose of publication and dissemination, and the authority to enforce the rights in the manuscript, for example in the case of plagiarism or in copyright infringement. Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika and the Editors make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika are the sole responsibility of their respective authors and advertisers. The Copyright Transfer Form can be downloaded here [Copyright Transfer Form Alifmatika]. The copyright form should be signed originally and send to the Editorial Office in the form of original mail, scanned document to alifmatika[at]ibrahimy.ac.id or upload the scanned document in the comments column when sending the manuscript.
items: Development of an agroindustry-based contextual interactive e-worksheet to improve students' understanding of statistics learning
items: Fostering conceptual understanding in mathematics through brain-based learning with crossword puzzle media
items: Integration of mathematics with Fiqh An-Nisa' based on Islamic law and state law
items: Development of a multi-representation-based calculus e-module to improve students' mathematical literacy skills
items: Undergraduate students’ errors in integral calculus: A cognitive load theory perspective
items: Development of integrated Islamic mathematics modules based on high school students’ mathematical communication skills in probability
items: Development of project-based learning using mathematical aquaponics with a deep learning approach
items: Mapping students’ mathematical representation trajectories across five habits of mind performance levels in similarity and congruence problems

Development of an agroindustry-based contextual interactive e-worksheet to improve students' understanding of statistics learning
type: item
description: The digital transformation of Statistics learning is crucial in the technology era, as the subject's abstract nature often limits students' comprehension without contextual support. Leveraging Jember Regency's agroindustrial potential provides a meaningful context to make statistical concepts more concrete. This study aimed to develop an interactive agroindustry-based electronic worksheet (e-worksheet) integrated into the Wizer.me platform to enhance Statistics learning on measures of central tendency and measures of dispersion. Using Borg and Gall's Research and Development (R&D) model, the study involved students at SMP Negeri 4 Jember. Three experts validated both the research instruments and the developed e-worksheet. The research instruments included diagnostic and summative assessments, teacher response questionnaires, and student response questionnaires. The e-worksheet achieved validity scores of Vₐ = 3.84 (very valid) and practicality scores of Vᵤₛ = 83.42% and Vₐᵤ = 96.67% (high practicality). A paired t-test revealed a significant improvement of 25.39 points in student outcomes at the 95% confidence level, while the N-Gain score of 0.57 indicated moderate effectiveness. These results confirm that the interactive e-worksheet developed meets the criteria for validity, practicality, and effectiveness in supporting Statistics learning, while also fostering contextual learning, enhancing students' understanding, and serving as an enjoyable and engaging learning medium through an innovative digital platform.
creator: Ngizatul Afifah
creator: Susanto Susanto
creator: Susi Setiawani
creator: Dhanar Dwi Hary Jatmiko
creator: Rafiantika Megahnia Prihandini
creator: Arin Berliana Angrenani
rights: Copyright (c) 2026 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
volume: 8
number: 1
starting page: 1
ending page: 27
doi: 10.35316/alifmatika.2026.v8i1.1-27

Fostering conceptual understanding in mathematics through brain-based learning with crossword puzzle media
type: item
description: This study aimed to foster seventh-grade students' conceptual understanding in mathematics, particularly in algebra, through the Brain-Based Learning (BBL) model supported by crossword puzzle media. Conceptual understanding is essential for mastering higher-level mathematics, highlighting the need for effective instructional strategies. A quasi-experimental design with a nonequivalent control group was employed, involving two classes randomly selected from the 2024/2025 seventh-grade population using a spin wheel application. Students' conceptual understanding was assessed via essay tests and analyzed using Welch's t-test on normalized gain (N-Gain) scores. The experimental group achieved a significantly higher mean N-Gain (M = 0.66) compared to the control group (M = 0.41) at the 0.05 significance level. The findings reveal a clear and meaningful difference between the groups, backed by strong statistical evidence t(33.731) = −4.324, p < 0.001, Cohen's d = 1.31), indicating that Brain-Based Learning with crossword puzzle media significantly enhanced students' conceptual understanding compared to conventional instruction. However, the study is limited by a small sample from a single school and the exclusion of specialized classes, which may affect generalizability. These findings suggest that integrating Brain-Based Learning with interactive media can effectively foster deeper mathematical understanding.
creator: Leni Agustina Daulay
creator: Dede Zulfikar
creator: Hizmi Wardani
creator: Haira Fitri
rights: Copyright (c) 2026 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
volume: 8
number: 1
starting page: 28
ending page: 37
doi: 10.35316/alifmatika.2026.v8i1.28-37

Integration of mathematics with Fiqh An-Nisa' based on Islamic law and state law
type: item
description: This study aims to describe the integration between mathematics and An-Nisa' Fiqh, especially regarding menstruation and postpartum bleeding for women, based on the perspective of Islamic law and state law. Fiqh An-Nisa' discusses special laws for women, such as menstruation, postpartum bleeding, and Istihadhah, which have direct implications for prayer, fasting, and the implementation of state law. State law also provides regulations on inheritance distribution and women's rights, which can influence the implementation of An-Nisa' Fiqh. Meanwhile, mathematics provides arithmetic, analytical, and logical skills that can facilitate understanding of the law. The research method employs a qualitative analytical approach, incorporating literature studies from Fiqh books, mathematics books, Islamic law references, and state law. The study results indicate that (1) aspects of arithmetic, number lines, mathematical logic, and simple statistics can be applied in calculating the duration of menstruation/postpartum, determining the obligation to make up fasting, and visualizing the menstrual cycle. This integration not only improves religious understanding, but also fosters students' numerical and critical thinking skills; (2) there is potential to integrate mathematics in the application of An-Nisa' Fiqh to achieve more objective justice, both from the perspective of Islamic law and state law; and (3) The integration of mathematics and An-Nisa' Fiqh is relevant to support the madrasah curriculum in Islamic boarding schools that emphasize the development of religious knowledge as well as general knowledge.
creator: Afda Adin Fauzaydillah
creator: Mohammad Tohir
creator: Muhasshanah Muhasshanah
rights: Copyright (c) 2026 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
volume: 8
number: 1
starting page: 38
ending page: 60
doi: 10.35316/alifmatika.2026.v8i1.38-60

Development of a multi-representation-based calculus e-module to improve students' mathematical literacy skills
type: item
description: The study aims to develop a multi-representation-based calculus e-module and to examine its effectiveness in improving students’ mathematical literacy skills. The research method employed was research and development (R&D) using the DDD-E model. The effectiveness of the e-module was tested through a quasi-experimental design with a pretest-posttest control group design and analysed using ANCOVA based on students’ pretest and posttest scores. The subjects were 62 first-semester students of the Civil Engineering Department at Mandalika University of Education, consisting of 32 students in the experimental class and 30 students in the control class. The results indicated that the developed e-module was validated by subject-matter, learning, and design experts and was effective in improving students’ mathematical literacy skills. The ANCOVA results showed a significance value of p < 0.001, which is less than 0.05, indicating a significant difference between the class that received treatment using the multi-representation-based e-module and the control class. The average posttest score of the experimental class (70.19) was higher than that of the control class (55.77), indicating that the use of a multi-representation-based calculus e-module had a positive impact on students’ mathematical literacy skills. In addition, the effect size value was 0.868, which was categorised as a large effect size. This result indicates that the developed e-module had a strong effect on improving students’ mathematical literacy skills. These findings suggest that the multi-representation-based calculus e-module is effective in improving students’ mathematical literacy skills and is suitable for implementation in calculus learning, particularly in the civil engineering program.
creator: Bq. Malikah Hr
creator: Sukandi Sukandi
creator: Alpiana Hidayatulloh
creator: Baiq Susdiana Fibrianti
rights: Copyright (c) 2026 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
volume: 8
number: 1
starting page: 61
ending page: 81
doi: 10.35316/alifmatika.2026.v8i1.61-81

Undergraduate students’ errors in integral calculus: A cognitive load theory perspective
type: item
description: This study aims to analyze students' errors in solving integral calculus problems based on Newmann's Error Analysis (NEA) and relate them to the Cognitive Load Theory (CLT) perspective. This study employs a descriptive quantitative approach, involving 74 students selected by purposive sampling because they have learned integral material in calculus courses. Data were obtained through an integral calculus test and analyzed using descriptive statistics, including grouping errors according to NEA, tabulating frequencies and percentages, calculating proportions and standard deviations of proportions, and presenting data in tables. The results showed that the most dominant student errors were transformation errors with a high category, which are related to difficulties in choosing the right integral technique, followed by process skill errors due to inappropriate algebraic procedures or symbol manipulation, and comprehension errors, which indicate a relatively good understanding of the problem concept, both in the moderate category. Reading errors and encoding errors were not found, indicating that students were able to read and write answers correctly. From a CLT perspective, the high intrinsic cognitive load in integral calculus material causes transformation and process skill errors, while process skill errors also reflect extraneous cognitive load due to inefficient information management. Moderate comprehension errors indicate that germane cognitive load is managed quite well, although students still have difficulty selecting the appropriate technique and performing algebraic manipulations. These results confirm that students' primary difficulties in integral calculus lie in selecting integration techniques and processing information during the solution process.
creator: Suharti Suharti
creator: Puji Qur’ani Al Haq
rights: Copyright (c) 2026 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
volume: 8
number: 1
starting page: 82
ending page: 100
doi: 10.35316/alifmatika.2026.v8i1.82-100

Development of integrated Islamic mathematics modules based on high school students’ mathematical communication skills in probability
type: item
description: This study employs a research and development (R&D) methodology based on the ADDIE model, comprising the analysis, design, development, implementation, and evaluation phases. The objective is to produce a mathematics module integrated with Islamic values, grounded in high school students’ mathematical communication skills, particularly regarding probability. The module aims to be valid, practical, and effective, and to enhance students’ knowledge of Islamic studies. The study was conducted at MAN 4 Kampar during the odd semester of 2025/2026, with 10th-grade students in Class X.A and experts as subjects, and the developed module as the object of study. The research design used was a pre-experimental one-shot case study. Data were collected through questionnaires, tests, and documentation, resulting in both quantitative and qualitative data. Data analysis included the Aiken index (validity), percentage (practicality), normality test, and one-sample t-test (effectiveness and Islamic knowledge). The data analysis showed that the module was highly valid (0.87) and highly practical (81.26% for small groups and 88.69% for limited groups). The posttest results were calculated using the left-tailed t-test, yielding. Therefore, it is accepted and rejected, indicating that students' average learning outcomes have reached the mastery level. Furthermore, the results of the Islamic knowledge questionnaire were analyzed using a right-tailed t-test, yielding. Therefore, it was rejected and accepted, indicating that students' average Islamic knowledge had increased. Based on these methods, it can be concluded that the integrated mathematics module grounded in Islamic values, which focuses on high school students’ mathematical communication skills in probability, demonstrates high validity, practicality, and effectiveness in the learning process and can enhance students’ religious knowledge.
creator: Delsi Ariani
creator: Hayatun Nufus
creator: Syarifah Syarifainy Syami
rights: Copyright (c) 2026 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
volume: 8
number: 1
starting page: 101
ending page: 120
doi: 10.35316/alifmatika.2026.v8i1.101-120

Development of project-based learning using mathematical aquaponics with a deep learning approach
type: item
description: This study developed a mathematics learning medium based on aquaponics (Mathematic Aquaponik) to support Project-Based Learning (PjBL) with a deep learning approach in a Mathematical Modelling course. The study was motivated by low mathematical literacy and problem-solving skills among Indonesian students, particularly at higher cognitive levels, highlighting the need for contextual and authentic learning media. Research and development (R&D) using the ADDIE model-analysis, design, development, implementation, and evaluation was employed. Validity was assessed by content and media experts. At the same time, practicality and effectiveness were tested through a limited trial of six students and a field trial using a one-group pretest–posttest design. Results indicate that the media is valid, practical, and effective in enhancing conceptual understanding, problem-solving, higher-order thinking skills, and deep learning behaviours (pretest 48.60 → posttest 76.20; N-gain 0.53). Mathematic Aquaponik provides authentic, contextual learning experiences that foster HOTS and 21st-century competencies aligned with the Kurikulum Merdeka and Profil Pelajar Pancasila.
creator: Fury Styo Siskawati
creator: Sholahudin Al Ayubi
creator: A. Mujib MT
creator: Endang Sri Wahyuni
creator: Maswar Maswar
rights: Copyright (c) 2026 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
volume: 8
number: 1
starting page: 121
ending page: 134
doi: 10.35316/alifmatika.2026.v8i1.121-134

Mapping students’ mathematical representation trajectories across five habits of mind performance levels in similarity and congruence problems
type: item
description: This study aims to map students’ trajectories of mathematical representation across five Habits of Mind performance levels in solving similarity and congruence problems. Unlike previous descriptive studies, which generally examine the relationship between mathematical representation ability and Habits of Mind, this study emphasizes how students’ pictorial, symbolic, and verbal representations develop, intersect, and differ across performance levels. A descriptive qualitative approach was employed involving 30 ninth-grade junior high school students selected through purposive sampling. The data were collected using a mathematical representation ability test, a Habits of Mind questionnaire, and semi-structured interviews. The findings reveal five representation trajectories. At the beginner level, students’ representations were fragmented and lacked meaningful connections to the problem. At the limited level, representations began to appear but remained partial, inconsistent, and procedurally weak. At the developing level, students showed emerging ability to connect pictorial, symbolic, and verbal forms, although conceptual errors still occurred. At the proficient level, students demonstrated more structured symbolic and pictorial representations, but their written verbal explanations still required refinement. At the superior level, students were able to coordinate representations flexibly, systematically, and meaningfully. A notable finding is that representation development does not always progress linearly; some students at the developing level showed representational characteristics close to the proficient level. Therefore, this study contributes a five-level trajectory map that explains the dynamics of students’ mathematical representation ability through the lens of Habits of Mind performance.
creator: Muhammad Razali
creator: Cut Latifah Zahari
creator: Siti Shara Siagian
rights: Copyright (c) 2026 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-25
publication date: 2026-06-25
volume: 8
number: 1
starting page: 135
ending page: 162
doi: 10.35316/alifmatika.2026.v8i1.135-162