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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 212 Documents
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The relationship between self-confidence and mathematical reasoning ability of grade XI students in sequences and series Rani Melinda; Rika Mulyati Mustika Sari; Rafiq Zulkarnaen
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 2 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i2.27031

Abstract

Mathematical reasoning ability is one of the essential hard skills students need, especially for solving real-world problems. Self-confidence is defined as a state in which individuals feel comfortable with themselves, are willing to act decisively, recognize their own worth and competence, and accept themselves as they are. This study aims to examine the relationship between self-confidence and the mathematical reasoning ability of eleventh-grade high school students on the topic of sequences and series, as well as the contribution of self-confidence to their mathematical reasoning ability. This study employed a quantitative approach using a correlational design with an ex post facto method. The population consisted of 163 eleventh-grade students, from which a sample of 62 students was selected using simple random sampling. The research instruments included an essay test on mathematical reasoning and a self-confidence questionnaire. The data were analyzed using a correlation test. The results showed a weak positive relationship between self-confidence and mathematical reasoning ability (ρ = 0.365). The self-confidence questionnaire revealed that 48% of the students had low self-confidence, 34% had moderate self-confidence, and 17% had high self-confidence. Furthermore, 76% of the students scored below the Minimum Passing Criteria, while only 24% scored above it. Therefore, the relationship between self-confidence and the mathematical reasoning ability of eleventh-grade high school students on the topic of sequences and series is weak.
Borneo ethnomathematics: Developing a mathematics test instrument based on local culture Andina Nurul Wahidah; Yumi Sarassanti; Putri Kusuma Wardani
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 2 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i2.23644

Abstract

This study aimed to develop a culturally contextualized mathematics assessment instrument for Grade XI students by integrating Borneo ethnomathematics into mathematics assessment practices. This study employed a research and development (R&D) method using a modified model proposed by Wilson, Oriondo, and Antonio, consisting of three stages, namely test design, pilot testing, and test assembly. The study involved Grade XI students at MA Raudhah Islamiyah, Mempawah Regency, who were selected using a non-probability sampling technique. Data were collected through test administration and analyzed using SPSS and ANATES to examine item validity, reliability, difficulty index, discrimination index, and distractor effectiveness. The results indicate that the developed instrument meets the criteria for a high-quality assessment tool. Most items demonstrated high validity, with only a few requiring minor revisions. The instrument showed good discrimination (0.67) and a moderate difficulty level (0.66), indicating its effectiveness in differentiating students' mathematical abilities. In addition, 49% of the distractors functioned effectively. These findings suggest that integrating local cultural contexts into assessment design can produce valid and reliable instruments while enhancing the relevance of mathematics assessment for students. Therefore, the developed instrument can serve as an alternative assessment tool that promotes both conceptual understanding and cultural awareness in mathematics learning.

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