Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
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. 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Development of an agroindustry-based contextual interactive e-worksheet to improve students' understanding of statistics learning
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.
Copyright (c) 2026 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
Fostering conceptual understanding in mathematics through brain-based learning with crossword puzzle media
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.
Integration of mathematics with Fiqh An-Nisa' based on Islamic law and state law
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.
Development of a multi-representation-based calculus e-module to improve students' mathematical literacy skills
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.
Undergraduate students’ errors in integral calculus: A cognitive load theory perspective
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.
Development of integrated Islamic mathematics modules based on high school students’ mathematical communication skills in probability
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.
Development of project-based learning using mathematical aquaponics with a deep learning approach
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.