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AXIOM : Jurnal Pendidikan dan Matematika
Published by Universitas Islam Negeri Sumatera Utara
ISSN : 20878249     EISSN : 25800450     DOI : -
Core Subject : Education,
Education Mathematics
Axiom Jurnal Pendidikan dan Matematika adalah salah satu jurnal di Fakultas Ilmu Tarbiyah dan Keguruan UIN-SU Medan dalam bidang pendidikan dan lebih fokus pada pendidikan matematika. Jurnal Axiom dapat memuat artikel-artikel yang berbahasa Arab, Indonesia atau Inggris.
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 14, No 2 (2025)" : 10 Documents clear
Teachers' readiness and challenges in implementing differentiated instruction in mathematics education Novriyeni, Fitri; Roza, Yenita; Saragih, Sehatta
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.20027

Abstract

Differentiated instruction, a key component of the contemporary learning paradigm, aims to tailor teaching strategies to students' varied needs. Despite its pedagogical relevance, this approach has yet to become a central focus among classroom practices. This study examines the readiness of junior high school mathematics teachers in Pekanbaru City to implement differentiated instruction. Employing a descriptive quantitative design, data were collected from 30 participants via an online questionnaire. The instrument included closed-ended items measured on a Likert scale across four dimensions: (1) conceptual understanding of differentiated instruction, (2) readiness in instructional planning, (3) readiness in classroom implementation, and (4) readiness in assessment practices. Open-ended items were also included to explore implementation challenges. The results reveal a low overall level of understanding and readiness, with an average score of 2.49 across all measured dimensions. Key barriers include limited access to information, insufficient time allocation, and unsupportive learning environments. This study provides empirical insights into instructional preparedness and practical constraints, offering a basis for future interventions aimed at strengthening the adoption of differentiated instruction in mathematics education.
Ethnomathematics in Jogi dance: An exploration of geometric concepts in Batam Malay traditional arts Fauziah, Fauziah; Gusmania, Yesi; Himmi, Nailul
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.25851

Abstract

This study explores ethnomathematical elements in Jogi Dance, a traditional Malay art from Batam, identifying opportunities for its use in contextual geometry education. Using qualitative ethnographic design, data were collected through systematic observation of seven main dance movements, in-depth interviews, visual documentation, and literature review. Analysis employed the Spradley model to map cultural structure and emerging mathematical concepts. Results revealed that Jogi Dance embodies concepts of angles, lines, triangles, circles, rotations, translations, reflections, number patterns, and periodic functions reflected in movements, floor patterns, and dancer formations. These findings open opportunities to develop various learning media, including contextual geometry worksheets based on dance movements, floor pattern diagram modules representing transformations, motion analysis videos, and digital modeling using GeoGebra. Integrating local culture through Jogi Dance helps students understand abstract mathematical concepts concretely while supporting cultural preservation and character formation aligned with the Pancasila Student Profile. Although exploratory-descriptive, the mapping of ethnomathematical concepts and potentials serves as a fundamental stage before developing learning models or effectiveness tests, providing a solid foundation for pedagogical innovations that educators and teachers can maximize.
The development of a numeracy e-module on geometry for junior high school students Khairina, Khairina; Hasanah, Widdatul; Syamsuddin, Nuralam
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.21260

Abstract

Numeracy skills are essential for daily life and must be mastered by students. However, data from PISA and TIMSS indicate that Indonesian students' numeracy skills are still low. One contributing factor is the limited availability of numeracy-based learning materials, which reduces students' familiarity with numeracy-oriented problems. Therefore, this study aimed to develop a numeracy e-module on geometry for eighth-grade junior high school students. This study employed a research and development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants included students and teachers from SMPN 2 Banda Aceh. Data were analyzed using qualitative techniques to describe interview results and quantitative techniques to analyze validation, readability, and practicality data. The results showed that the e-module achieved an average score of 4.37 for material presentation and assessment and 4.53 for media and language aspects, both categorized as very valid. The practicality evaluation indicated positive responses, with average scores of 4.46 from teachers and 4.35 from students, both categorized as very practical. These findings indicate that the developed numeracy e-module on geometry is valid and practical for use in junior high school mathematics learning.
Problem-solving mathematical ability in statistics courses: The impact of the Think-Pair-Share strategy assisted by R software Sukmawati, Sri; Nisa, Ratu Khoirotun
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.26322

Abstract

Problem-solving ability has been recognized as a key competency in 21st-century learning, particularly in statistics education, where students are required to analyze data and interpret results accurately. Integrating digital tools such as R software is considered essential for supporting these competencies, as they enable students to explore data, perform computations, and visualize outputs effectively. This study aimed to examine the effectiveness of the Think-Pair-Share model assisted by R software (TPS-R) in improving students' problem-solving abilities in statistics courses. A quantitative approach using a quasi-experimental design was employed, involving two groups: an experimental class applying TPS-R and a control class applying the Think-Pair-Share model without R software (TPS-WR). The results showed a significant difference in problem-solving abilities between the two groups, with the TPS-R class demonstrating higher performance (Mann-Whitney U = 215.0, Z=−2.428, p = 0.017). These findings indicate that integrating TPS with R software serves as an effective instructional strategy in statistics courses, provided that instructors manage class time efficiently and guide students' learning processes appropriately.
Student errors in solving quadratic equations Wahyuningtyas, Daniar; Mutina, Mutina; Sukoriyanto, Sukoriyanto
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.20698

Abstract

Quadratic equations are fundamental mathematical concepts taught at the junior high school level and are widely used in solving mathematical problems. However, many students still experience difficulties and make errors when solving problems related to quadratic equations. This study aims to examine the types of errors made by students in solving quadratic equation problems. The analysis was conducted by reviewing relevant previous studies selected based on predetermined inclusion and exclusion criteria. Seven articles obtained from Google Scholar were analyzed. The results indicate that students
The analysis of students' ability to solve HOTS problems on the topic of sequences and series according to the Krulik and Rudnick stages Gayo, Aidha Ristiana Amalia; Lestari, Nurcholif Diah Sri; Oktavianingtyas, Ervin; Trapsilasiwi, Dinawati; Murtikusuma, Randi Pratama
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.24227

Abstract

This study aimed to analyze the problem-solving abilities of low-performing students in addressing Higher Order Thinking Skills (HOTS) questions on sequences and series based on the stages proposed by Krulik and Rudnick. A descriptive qualitative approach was employed in this research. Thirty senior high school students completed a problem-solving test, from which two students who obtained the lowest scores were purposively selected for in-depth analysis and semi-structured interviews. Data were collected through written tests and interviews and analyzed using Miles' stages of qualitative data analysis. The results indicated that at the read and think stage, students were able to identify relevant information but demonstrated a limited understanding of the relationships among the given data. At the explore and plan stage, students attempted to organize information but encountered difficulties, particularly when dealing with sequence-related problems. At the select a strategy stage, students identified the appropriate formula; however, they showed hesitation in applying it correctly. At the find an answer stage, students performed computational procedures but often produced inaccurate results. Finally, at the reflect and extend stage, students tended to draw conclusions without verifying the correctness of their solutions. Overall, the main difficulties were evident in conceptual understanding, consistency in strategy application, and reflective evaluation.
JUCAMA learning model: A pathway to improved mathematical communication Daulay, Leni Agustina; Zahari, Cut Latifah; Harahap, Rosliana; Riani, Dewi
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.21753

Abstract

Mathematical communication is a fundamental competence that enables students to express, interpret, and justify mathematical ideas clearly; however, many junior high school students still demonstrate low proficiency in this skill. This study examines the effect of the Problem Submission and Solving (JUCAMA) learning model on students
Analysis of mathematical critical thinking skills on the Pythagorean theorem based on self-confidence and gender Dewi, Puspa Sari; Suastika, I Ketut; Farida, Nur
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.21821

Abstract

This study aims to analyze and describe students' mathematical critical thinking skills in terms of self-confidence and gender. This research employed a qualitative descriptive approach. The study was conducted in class VIII-H of SMPN 17 Malang, involving a total of 31 students. From this class, 12 students were selected as research subjects based on gender to participate in a written test. The data collection techniques included questionnaires, written tests, interviews, and field notes. Data analysis was conducted based on the results of the self-confidence questionnaire, written test results, and interviews, which referred to critical thinking indicators. To ensure data validity, techniques such as prolonged engagement, triangulation, peer discussion, and member checking were employed. Based on the results and discussion, it can be concluded that: (1) the research subjects were better able to fulfill the evaluation indicators, (2) female students demonstrated higher self-confidence than male students, (3) higher levels of self-confidence, both in the high and low categories, were associated with higher written test results, and (4) female students tended to meet more critical thinking indicators.
Analysis of students' creative thinking ability in solving quadrilateral mathematical problems Purwaningsih, Wharyanti Ika; Purwoko, Riawan Yudi
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.26716

Abstract

This study aims to analyse the creative thinking abilities of eighth-grade junior high school students in solving mathematical problems related to quadrilaterals. The study employed a qualitative exploratory descriptive design with purposive sampling, involving two students with high mathematical ability. The test instruments were validated by mathematics education experts to ensure content validity and alignment with creative thinking indicators. Data were collected through problem-solving tests, in-depth interviews, and field notes, and were analysed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The results showed that both students met all indicators of creative thinking
How do students create and manipulate geometric figures in HOTS-based cuboid problems? Karimah, Aliyah Is; Suwito, Abi; Ambarwati, Reza; Susanto, Susanto; Safrida, Lela Nur
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.20813

Abstract

Geometric intuition is a cognitive skill that supports students in solving geometry problems, one of the more challenging branches of mathematics. This study explores students' ability to create and manipulate geometric figures when working on Higher Order Thinking Skills (HOTS) problems involving cuboids. Employing a qualitative descriptive approach, the study involved 29 eighth-grade students. Data were collected through HOTS-based problem-solving tests and validated interview protocols. Students' abilities to mentally construct and transform geometric figures were assessed using two indicators: (1) visualizing shapes based on imagination and (2) generating new geometric configurations. The findings revealed that most students were unaware of alternative geometric forms embedded within the problem context. The study concludes that students across all performance levels, from low to high, demonstrated the ability to visualize shapes based on imagination. However, only students in the medium category were able to generate a new shape in one problem, whereas those in the high category successfully created new shapes in two problems.

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