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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 191 Documents
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The characteristics of real and pseudo-true thinking in STEM students' analytical thinking process in solving set problems Maqruf, Agus; Herman, Tatang
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.22006

Abstract

It is essential to analyze students' cognitive development, particularly in mathematics, to determine their ability to solve problems effectively. This research focuses on analytical thinking as a critical component of students' problem-solving processes in mathematics. The subjects of this study were two students from a school in Bandung who are part of a STEM program, which incorporates additional learning approaches in science, technology, engineering, and mathematics. Through this approach, researchers aim to understand the students' analytical thinking processes and characteristics in solving given problems using qualitative methods. The instruments utilized in this study were tests and interview guidelines. The findings revealed that each student exhibited two distinct analytical thinking characteristics. The "real true thinking" character is where students can provide justification for their correct problem-solving results and navigate through the entire analytical thinking process. In contrast, the pseudo-true thinking character is unable to justify correct problem-solving and fails to complete the analytical thinking process, particularly at the differentiation stage.
Autoregressive integrated moving average (ARIMA) implementation in number of visitors forecasting at the Balai Layanan Perpustakaan DPAD DIY Ramadhan, Ndaru; Centia, Selvi; Arifianto, Jovanscha Qisty Adinda Fildzah; Asiah, Nurul
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.21935

Abstract

Government organizations must provide excellent services to their citizens. The Balai Layanan Perpustakaan DPAD DIY, one of the government organizations for library affairs, must also provide the best library services. One way is to forecast the number of visitors to prepare better services for the future. This research aims to predict the number of visitors in 2024. This research used historical data in the form of the number of visitors at the Balai Layanan Perpustakaan DPAD DIY in 2023. This data was analyzed using the ARIMA Model (2,0,6) with the results that this model had a MAPE value of 25.35%, so it was accurate enough to be used in forecasting. Based on forecasting results, it is known that the total number of visitors to the Balai Layanan Perpustakaan DPAD DIY in 2024 will be 115,213. The fewest visitors were in January 2024, as many as 5,198 visitors, while the most were in June 2024, as many as 13,605 visitors.
A comparison of computational thinking skills: PBL model vs traditional learning Simanjuntak, Erlinawaty; Saragih, Sahat; Napitupulu, Elvis
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.13660

Abstract

Computational thinking abilities assist students in solving complex problems, enhancing productivity, and preparing them to face challenges in various fields. The problem-based learning (PBL) model was chosen because it is believed to improve students' computational thinking skills, as well as their critical and creative thinking abilities, which are often difficult to achieve through conventional learning. This research aims to determine the differences in students' computational thinking abilities through the application of problem-based learning and traditional learning methods. The research method was an experiment involving a population of all 2020 Mathematics Education students who took six linear program courses at Medan State University. Sampling was conducted using a random sampling technique, focusing on the PSPM 20B and PSPM 20C classes, totaling 60 students. This study employed a pretest–posttest control group design. Results from previous research indicated that the average computational thinking ability of students in the experimental class was higher than that of the control class, with scores of 82.67 for the experimental class and 69.00 for the control class. From the results of the average difference test, it can be concluded that there is a significant difference in the computational thinking abilities of students taught using the problem-based learning model compared to those taught using the traditional learning model, with PBL being more effective.
Development of student worksheets with react strategy to facilitate students' mathematical literacy skills in an islamic context Miftah, Ramdani; Kustiawati, Dedek; Ridhoilahi, Iftitah
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.19422

Abstract

In the 21st century, mathematical literacy skills are among the most crucial competencies for students. However, current levels of student proficiency in this area remain suboptimal. This study aims to develop REACT strategy teaching materials that incorporate Islamic context mathematical literacy questions on the topic of algebraic function limits. The development model used in this study is the ADDIE model, which comprises five stages: Analyze, Design, Development, Implementation, and Evaluation. The test subjects in this study included expert validators consisting of three mathematics education lecturers from UIN Syarif Hidayatullah Jakarta, five high school mathematics teachers, and one high school Islamic religion teacher. Additionally, a limited trial was conducted with 30 grade XII MIPA students at SMA Muhammadiyah Sawangan. The instruments used in this study included expert validation instruments, student response questionnaires, and Islamic context mathematical literacy ability tests. The results indicated that the REACT strategy teaching materials developed achieved a high level of validity, with a validation score of 0.89 from expert evaluators. The level of practicality was also high, with a score of 0.93, indicating very feasible criteria based on student response questionnaires. The developed teaching materials were considered effective in facilitating mathematical literacy skills in the Islamic context, based on an average test of student learning outcomes against the Minimum Competency Standards – Kriteria Ketuntasan Minimal (KKM), with a student success rate of 63%. The conclusion of this study is that the REACT strategy teaching materials designed to enhance students' mathematical literacy skills in the Islamic context, specifically on the topic of function limits, have met the quality standards for teaching materials in terms of validity, practicality, and effectiveness, making them suitable for classroom use.
The development of hypothetical learning trajectory (HLT) based on problem-based learning (PBL) in the concept of relations and functions Faza, Nawar; Eliza, Rivdya; Khaidir, Christina
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.19699

Abstract

This study aims to develop a learning process that aligns with the diverse thinking processes of students in Grade VIII at MTsN 9 Padang Pariaman. This is a developmental research study using the Gravemeijer and Cobb model. This development model consists of three stages: 1) Preparing for the experiment, which involves conducting a needs analysis (such as analyzing students and educators, syllabus analysis, literature review, and concept analysis), designing the HLT, and assessing the HLT (self-evaluation and expert review); 2) Conducting the experiment, which includes product trials with students at MTsN 9 Padang Pariaman through one-to-one evaluation and small group evaluation; 3) The retrospective analysis, which involves analyzing data obtained from the previous stages. The results of this analysis are used to plan activities and refine the design of future learning activities. The results of this study indicate that the developed HLT is highly valid, with an average validity score of 89.71%. This research demonstrates that an HLT based on Problem-Based Learning can be validly used in mathematics learning, specifically in the topic of relations and functions.
Algebraic thinking skills of madrasah tsanawiyah (MTs) students in solving algebraic problems Daroini, Mustain Bagus; Subanji, Subanji; Irawati, Santi
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.18461

Abstract

Algebra is a fundamental topic in the mathematics curriculum at Madrasah Tsanawiyah (MTs), yet many students continue to face challenges in solving algebraic problems. This study aims to examine the algebraic thinking skills of eighth-grade students at MTs Unggulan PP Amanatul Ummah Surabaya, particularly through number-oriented and structure-oriented approaches. A descriptive qualitative method was employed, involving 61 students as participants. The instruments included an algebraic thinking test incorporating visual illustrations and in-depth interviews with six selected students representing high, medium, and low ability levels. The findings reveal that only high-ability students were able to effectively apply structure-oriented algebraic thinking. The majority of students demonstrated moderate-level skills, with primary difficulties in constructing mathematical models based on problem structures. These results underscore the importance of instructional strategies that cultivate students’ structural reasoning in algebra. The study provides valuable insights for educators to design learning activities that support the development of students' algebraic thinking, and it serves as a reference for future research to explore targeted interventions aimed at enhancing algebraic problem-solving abilities in MTs students.
Contextual geometry teaching module: Innovation in developing practical learning materials for junior high school Izzah, Nurul; Syamsuddin, Nuralam
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.21109

Abstract

A teaching module serves as a structured learning tool aligned with the Merdeka Curriculum, designed to meet established competency standards. However, a mathematics teacher in Banda Aceh reported the absence of a curriculum-compliant teaching module specifically addressing triangle-related topics. This study aims to develop a practical and pedagogically appropriate teaching module guided by the principles of the Merdeka Curriculum. Given the nature of data collection, this research adopts a research and development (R&D) approach, employing the ADDIE model for systematic module development. Data were gathered through validation and practicality questionnaires, evaluated by subject matter experts, material experts, and teachers. The findings indicate that the teaching module demonstrates high validity, receiving scores of 95.00% from subject matter experts and 92.13% from material experts. In terms of practicality, the module also achieved strong ratings, with 88.16% from practitioners and 87.74% from students. Consequently, the teaching module is valid, practical, and suitable for implementation in classroom settings, warranting further trials and application in educational practice.
The development of contextual-based LKPD with Islamic values to improve students' ability to understand mathematical concepts Karuniawati, Asih; Wulantina, Endah
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.19351

Abstract

This research addresses the issue of the perceived lack of attractiveness of the current teaching materials, as well as the students' limited ability to understand mathematical concepts. The aim of this research is to develop contextually based LKPD (Student Worksheets) incorporating Islamic values that are feasible, engaging, and capable of enhancing students' comprehension of mathematical concepts. This study employs a developmental research methodology, specifically using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The data collection instruments utilized in this study comprised expert validation instruments, student response questionnaires, and tests. The findings indicate that the developed LKPD meets the eligibility criteria, with material experts rating it at 80%, media experts at 88%, and religious experts at 92%. Student responses yielded an average score of 92.4%, categorizing the LKPD as "attractive." The calculation of the average N-Gain Score is 0.82, placing it in the high category. Consequently, it can be concluded that the developed LKPD meets the criteria of eligibility and attractiveness, and significantly enhances students' ability to comprehend mathematical concepts.
The identification of misconceptions in visual learners based on the certainty of response index (CRI) in solving numeracy problems in algebra Elma, Zidni; Lestari, Nurcholif Diah Sri; Oktavianingtyas, Ervin; Trapsilasiwi, Dinawati; Safrida, Lela Nur
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.20441

Abstract

This study aims to identify and analyze the misconceptions encountered by students with a visual learning style in solving algebraic numeracy problems using the Certainty of Response Index (CRI) method. The research was conducted with eighth-grade students at SMPN 4 Jember who had previously studied equations and inequalities. A qualitative descriptive approach was employed, with data collected through questionnaires, tests, and interviews. To ensure data validity, member checks were conducted. The findings reveal three distinct types of misconceptions: theoretical, correlational, and classificational. Students with a visual learning style exhibited theoretical misconceptions, including misunderstandings of variable concepts and PtLSV (Pertidaksamaan Linear Satu Variabel - One-variable Linear Inequality) framework, errors in algebraic operation principles, and flawed reasoning when responding to problems. Additionally, correlational misconceptions were identified, such as difficulties in translating given information into mathematical expressions and errors in representing concepts across different mathematical formats. These misconceptions primarily stem from students’ incomplete or inaccurate prior knowledge, limited conceptual understanding, and associative thinking patterns. To mitigate these issues, educators are encouraged to assess students’ initial comprehension through diagnostic testing, enabling early identification and correction of misconceptions. Addressing these misunderstandings at an early stage can prevent further cognitive obstacles when students engage with more complex mathematical concepts.
Development of a PBL-Based e-module to improve the critical thinking skills of deaf and speech-impaired students Musaad, Faida; Hidayani, Hidayani; Rusnia, Wa Ode; Bafadal, Salama; Sulkipli, Sulkipli
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.22007

Abstract

In mathematics education, the integration of innovative approaches is essential to support deaf students’ mastery of mathematical concepts.  Students with special needs exhibit learning characteristics distinct from their typically developing peers, requiring educators to possess specialized pedagogical skills that facilitate the development of critical thinking.. Observations conducted at a Special School (SLB) in Sorong City revealed that mathematics instruction remained conventional and lacked teaching materials capable of effectively stimulating critical thinking among students with special needs. This study, therefore,  aims to develop an interactive e-module grounded in Problem Based Learning (PBL) that is valid, practical, and effective in enhancing critical thinking skills. The research employed the  ADDIE model and involved 10 SDLB students as participants. The resulting  e-module received a material expert validity score of 4.46 and an average media expert validity of 3.36. Furthermore, the average student score of 54.09 indicated that this e-module was effective in fostering students' critical thinking skills. In terms of learning outcomes, the average pretest score of 30,100 increased  to 84,500 post-intervention, with an average N-gain of 54.00, classified within the “highly effective” category. These findings suggest that the development of PBL-based-e-modules significantly enhnaces the critical thinking skills of deaf and speech-impaired studentsspeech-impaired.

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