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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 210 Documents
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Seasonal time series forecasting of Indonesian railway passengers: A comparison of Holt–Winters and SARIMA Gita Indah Cahyani; Besse Arnawisuda Ningsi; Irvana Arofah
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.25570

Abstract

Managing the number of railway passengers in Indonesia presents a significant challenge for PT Kereta Api Indonesia, particularly in relation to transport capacity planning, scheduling, and resource optimization. Forecasting therefore plays a crucial role in supporting effective decision-making. This study aimed to forecast railway passenger volumes using the Holt–Winters Triple Exponential Smoothing method and the Seasonal Autoregressive Integrated Moving Average (SARIMA) model, and to compare their forecasting performance. This applied research utilized secondary monthly data published by Statistics Indonesia (BPS), covering the period from January 2022 to December 2024, with forecasts generated for January to June 2025. Model performance was evaluated using the Mean Absolute Percentage Error (MAPE) criterion. The results indicated that the SARIMA  model outperformed the Holt–Winters variants and other SARIMA specifications, achieving the lowest MAPE value of approximately 3%. Based on this evaluation, the SARIMA  model was identified as the most accurate model for forecasting Indonesian railway passenger volumes. The findings suggest that SARIMA-based models provide a reliable approach for supporting railway passenger demand forecasting in Indonesia.
Developing Nearpod-based interactive learning media on the topic of algebra to improve critical thinking ability Dian Kurniati; Sabna Setiawati; Dhanar Dwi Hary Jatmiko; Arika Indah Kristiana; Rafiantika Megahnia Prihandini
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.20543

Abstract

Interactive learning has become a necessity in the modern educational era, particularly for facilitating students’ understanding of abstract mathematical concepts such as algebra. Difficulties in comprehending algebraic concepts often hinder the development of students’ critical thinking skills, which are essential for solving problems and making logical decisions. This study aimed to develop Nearpod-assisted interactive learning media and examine its effectiveness in enhancing students’ critical thinking skills in algebra. The study employed the Thiagarajan (4-D) development model, consisting of four stages, namely define, design, develop, and disseminate. The research subjects were selected through purposive sampling and consisted of 31 seventh-grade students (16 females and 15 males) from Class VII G of State Junior High School 4 Jember, Indonesia, who demonstrated low levels of critical thinking skills based on the results of an initial assessment. Data were collected through classroom observations, critical thinking tests, and student response questionnaires. The effectiveness of the developed media was evaluated by testing the research hypothesis regarding the impact of Nearpod-assisted learning on students’ critical thinking skills. Data were analyzed using a paired-samples t-test and N-Gain analysis. The t-test results showed a significance value (Sig. 2-tailed) of 0.000 (< 0.05), indicating a significant difference between the mean pre-test and post-test scores. Furthermore, the N-Gain percentage reached 80.19%, indicating a high level of improvement. These findings suggest that Nearpod-assisted interactive learning media is effective in improving students’ critical thinking skills in algebra and positively contributes to their learning outcomes at State Junior High School 4 Jember.
Analysis of Islamic boarding school students' higher-order thinking skills in number topics based on Bloom's revised taxonomy Mufarrido Husnah; Jarnawi Afgani Dahlan; Dadan Dasari; Tatang Herman
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.23059

Abstract

This study aimed to analyze the Higher Order Thinking Skills (HOTS) of Islamic boarding school students in number topics, specifically number factorization, Least Common Multiple (LCM), and Greatest Common Factor (GCF), based on Anderson’s cognitive taxonomy. The study employed a qualitative descriptive approach, using three questions designed to measure higher-order thinking skills at the analysis (C4), evaluation (C5), and creation (C6) levels. The research sample consisted of 22 Islamic boarding school students who were selected using stratified random sampling. The results of the analysis showed that students' abilities in the aspects of analysis and evaluation were quite good, while their abilities in the aspect of creation were still low. Most students were categorized as having moderate and low levels of ability based on the scores obtained. These findings indicated the need for more focused and innovative learning strategies to promote the development of students' HOTS, especially in the context of Islamic boarding schools, which had limited time allocated for general subjects. This study recommended the integration of more challenging and creative learning approaches to improve the quality of students' higher-order thinking skills.
From culture to code: Integrating ethnomathematics into Scratch-based games to enhance students’ mathematical problem-solving Astari Astari; Rahmat Nurcahyo; Muhadi Hariyanto; Dwi Yulianto
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.26012

Abstract

The COVID-19 pandemic has widened gaps in mathematics achievement, underscoring the need for adaptive digital learning strategies. A preliminary diagnostic assessment conducted at SMPN 1 Leuwidamar, Banten, revealed significant weaknesses in students’ problem-solving skills, particularly in the looking-back stage of Pólya’s model. This study aimed to develop and evaluate a Scratch-based learning medium integrated with Baduy ethnomathematics to enhance students’ mathematical problem-solving abilities. Employing a Research and Development (R&D) approach based on the ADDIE model, the study involved 31 seventh-grade students. Data were collected through problem-solving tests, student and teacher questionnaires, and expert validation forms. The validation results indicated that the learning medium was highly feasible (mean = 0.93). Effectiveness testing revealed a significant improvement in problem-solving scores, increasing from an average of 62.40 to 81.20 (p < 0.001), with 84% of students meeting the mastery criterion and 32% achieving perfect scores. The greatest improvement was observed in strategy implementation (moderate-to-high category), whereas improvement in the initial understanding stage was relatively modest. Student responses were highly positive (mean = 93.92%), particularly regarding cultural relevance and learning motivation. These findings confirm that integrating Baduy ethnomathematics into Scratch-based learning media effectively enhances mathematical problem-solving skills while reinforcing cultural relevance in the learning process.
Why do students struggle to understand composition functions? Analysis of learning obstacles in vocational education Dwika Saputri; Reni Wahyuni; Dedek Andrian; Nofriyandi Nofriyandi
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.29352

Abstract

Difficulties in understanding abstract mathematical concepts, particularly functions and function composition, are still commonly experienced by students, especially those in Vocational High Schools (SMKs). This study aimed to identify the learning obstacles experienced by eleventh-grade Vocational High School (SMK) students in learning functions and function composition. This study employed a qualitative descriptive approach as the initial stage of Didactical Design Research (DDR). Data were collected through diagnostic tests, semi-structured interviews, and documentation to identify learning obstacles related to function composition. The results indicate that students experienced various learning obstacles. They had difficulty understanding the concepts of functions and function composition, as reflected in their inability to distinguish between the two concepts and their dependence on examples provided by teachers, indicating epistemological obstacles. In addition, students experienced difficulty performing substitutions, determining the order of function composition, and applying solution procedures systematically, indicating instrumental ontogenic obstacles. The interview results also revealed that learning practices oriented toward memorization contributed to these difficulties, indicating didactical obstacles. Therefore, students’ difficulties in learning function composition were influenced by epistemological, instrumental ontogenic, and didactical obstacles. These findings provide a basis for developing more effective learning designs that emphasize conceptual understanding.
Optimization of operational cost planning in integrated farming systems using a mixed-integer linear programming approach Lasker Pangarapan Sinaga; Rizki Habibi; Suvriadi Panggabean
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.26491

Abstract

This study addresses the challenge of optimizing small-scale integrated farming systems (IFS) by minimizing operational costs while ensuring sustainable land use across agricultural, livestock, and aquaculture components. The main objective is to develop a Mixed-Integer Linear Programming (MILP) model that incorporates deterministic parameters such as land availability, labor allocation, and internal-external input flows. The model integrates multiple interrelated subsystems using production coefficients, resource constraints, and cost structures derived from actual smallholder scenarios. A two-period simulation was conducted to evaluate the model’s effectiveness using fixed input values, reflecting rural farming conditions. The results demonstrate that the system achieved consistent outputs without requiring external purchases of manure, feed, or irrigation water. The total operational cost reached IDR 96,770,000, with optimized land and labor allocation across periods. This research contributes a novel MILP formulation tailored to integrated farming, providing practical insights for policymakers and practitioners. Its implications extend to the development of decision-support systems for rural agricultural planning. However, the model's deterministic assumption limits its adaptability to dynamic environments. Future work should explore stochastic variants and real-time input adjustments to improve model flexibility and realism.
Gender analysis: A review of mathematical problem-solving skills among madrasah tsanawiyah students Nuralam Syamsuddin; Khairul Ismi; Devi Arhami Putri; Vina Hazaliyanti
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.28945

Abstract

Mathematics problem-solving instruction should promote gender equality in schools. This study examined how gender relates to students' mathematical problem-solving processes in the context of the perimeter and area of plane figures. A descriptive qualitative design was employed to explore how students interpreted problems, selected strategies, and validated their solutions. Seventh-grade students from MTsN 2 Banda Aceh were purposively selected from Class VII-1 based on the results of an initial screening test. The participants consisted of two male and two female students representing high and low levels of problem-solving ability. Data were collected through an open-ended problem-solving test and semi-structured interviews. The data were analyzed using Miles and Huberman's interactive model, and the credibility of the findings was enhanced through time triangulation by administering comparable tasks on different occasions. The findings showed that female students tended to provide more complete representations of the given and required information and were more likely to review the plausibility of their answers. Male students generally performed calculations more quickly but often omitted the checking stage and occasionally skipped intermediate reasoning. Among students with low problem-solving ability, both males and females experienced difficulty planning effective solution strategies and connecting the given information with relevant geometric concepts. Gender differences were more evident in the quality of the problem-solving process than in the final answers. Therefore, mathematics instruction should emphasize explicit problem-solving routines, strategic planning, and systematic checking to support all learners.
Praxeological analysis of grade V elementary school mathematics textbooks on fractions Devi Rahayu; Didi Suryadi
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.27133

Abstract

Textbooks are essential instruments in implementing the Merdeka Curriculum, serving as a bridge between curriculum policy and classroom practices. However, didactic challenges often arise when the presentation of material becomes confined to mechanical procedures rather than fostering deep conceptual understanding, particularly in fractions, which are highly abstract for elementary students. This study aims to analyze Grade V mathematics textbooks under the Merdeka Curriculum, focusing on fractions, through a praxeological lens. The analysis applies the four components of praxeology, task type (T), technique (τ), technology (θ), and theory (Θ), to evaluate the extent to which textbooks support effective learning. Using qualitative document analysis, data were drawn from the 2022 Grade V Mathematics Textbook published by the Ministry of Education, Culture, Research, and Technology, with attention to the relationship between the praxis block (tasks and techniques) and the logos block (technology and theory). Findings reveal that although the textbook integrates visual approaches and real-world contexts (such as local culture), procedural aspects remain dominant. A praxeological paradox was identified by visual illustrations often serve merely as technical justification (technology) without sufficient conceptual exploration (theory). Moreover, the limited variety of representations and rigid techniques in mixed operations risk reinforcing natural number bias and creating learning obstacles. The structure of fraction material in the textbook tends to prioritize procedural-mechanical aspects over independent conceptual exploration. More flexible and holistic instructional designs in textbooks are needed to reduce individual-instructional learning and to foster students' ability to generalize concepts to a broader mathematical domain.
Profile of pre-service teachers’ computational thinking abilities based on gender Bettri Yustinaningrum; Nur Ainun Lubis
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.28035

Abstract

Computational thinking is an essential competency for pre-service teachers to meet the challenges of the Fourth Industrial Revolution and Society 5.0. As future elementary school teachers, students enrolled in the Madrasah Ibtidaiyah Teacher Education Program (Pendidikan Guru Madrasah Ibtidaiyah/PGMI) need to develop computational thinking skills because they will be responsible for fostering students’ learning and problem-solving abilities. However, there is still a lack of in-depth qualitative studies examining the computational thinking processes of male and female pre-service teachers based on the computational thinking framework proposed by Jeannette Wing. Therefore, this study aimed to describe the computational thinking abilities of PGMI pre-service teachers from a gender perspective. This study employed a qualitative descriptive approach. Two participants, NS and DA, were selected through purposive sampling. Data were collected using the 2019 Bebras test, interview protocols, and observation sheets. The findings revealed that both participants demonstrated similar computational thinking abilities. In solving the two Bebras tasks, both participants successfully demonstrated all four computational thinking components, namely decomposition, pattern recognition, abstraction, and algorithmic thinking.
The influence of snowball throwing learning method on students’ self-efficacy Suci Dahlya Narpila; Izwita Dewi; Faiz Ahyaningsih
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.26970

Abstract

This study was motivated by the finding that students’ self-efficacy at MTsS Hifzhil Qur’an was relatively low. Further investigation revealed that this issue was associated with the teaching methods employed by the teachers. Therefore, implementing innovative instructional strategies is necessary to enhance students’ self-efficacy. Among various instructional approaches, the Snowball Throwing method is considered a promising strategy for addressing this issue. Accordingly, this study aimed to examine whether the Snowball Throwing method has a significant effect on students’ self-efficacy. This study employed an experimental design involving 60 seventh-grade students, comprising one experimental class and one control class. The research instrument was a student self-efficacy questionnaire developed based on established self-efficacy indicators. The collected data were analyzed using an independent-samples t-test, which yielded a p-value of 0.005. Since this value was lower than the significance level of 0.05, the findings indicate that the Snowball Throwing method had a significant positive effect on students’ self-efficacy. Therefore, this method may be considered an effective instructional approach for improving students’ self-efficacy.

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