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Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Jember, Jalan Kyai Mojo No. 101 Jember, Kode Pos 68163 PO BOX 170 Telepon/Fax (0331) 488675
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JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran
Published by Universitas Islam Jember
ISSN : -     EISSN : 26150697     DOI : -
Core Subject : Education,
Education Mathematics
Tujuan adanya jurnal "AXIOMA" adalah sarana bagi pakar, dosen, praktisi pendidikan, peneliti ataupun penulis lainnya untuk mempublikasikan karyanya dalam bidang matematika dan pembelajaran. Khususnya bagi dosen melalui media publikasi ilmiah “AXIOMA” ini dihapkan dapat meningkatkan jumlah publikasi penelitian yang merupakan salah satu kewajibannya dalam Tri Darma Perguruan Tinggi. Selain itu media publikasi ini juga diharapkan dapat menjadi pemersatu bagi berbagai pihak yang tergerak untuk mempublikasikan hasil tulisan, pikiran ataupun gagasan-gagasan yang inovatif. Ruag lingkup "AXIOMA" adalah bidang pembelajaran matematika dan matematika terapan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 197 Documents
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Pengambilan Keputusan Instruksional Guru Matematika Dalam Merancang Pembelajaran Daring Materi Himpunan Ainnur Rohmania; Lukman Jakfar Shodiq; Mohammad Ridho’i
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.5913

Abstract

This study aims to analyze the instructional decision-making of two mathematics teachers (one male and one female) in designing online lessons on sets. This qualitative comparative case study was conducted at SMPN 1 Pasirian. Subjects were selected using purposive sampling based on their experience with online teaching, educational background, digital competence, and willingness to participate. Data were collected through semi-structured interviews, virtual classroom observations, and a review of teaching modules, validated through triangulation over a two- week period. Data analysis integrated Braun & Clarke’s Thematic Analysis and Schoenfeld’s Framework through five stages: transcription, coding, theme formation, framework mapping, and verification. The research results revealed differences in instructional decision-making strategies during the stages of generating ideas, clarifying ideas, and assessing the feasibility of ideas. These differences were influenced by variations in participants’ profiles such as teaching experience, age, digital competence, and class characteristics rather than gender alone. Gender was treated as an individual case characteristic, not a primary explanatory variable or basis for generalization. Keywords: Instructional Decision-Making, Online Learning, Set Theory
Pengaruh Metode Tutor Sebaya terhadap Peningkatan Kemampuan Analisis Statistik Guru Bahasa Inggris di Kabupaten Sampang Dedi Siolimbona; Salman Alfarizi Pradana Andika Putra; Haerussaleh Haerussaleh
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.5939

Abstract

This study aims to analyze the impact of the peer tutoring method on improving the statistical analysis skills of English teachers in Sampang Regency. The peer tutoring method was selected as an alternative collaborative learning strategy expected to provide teachers with an effective platform to share experiences and knowledge. A pre-experimental design specifically a one-group pretest-posttest design was employed for this study. The research subjects were English teachers in Sampang Regency participating in a training program. Data were collected through tests and observations. Data analysis involved normality testing and hypothesis testing using a paired-sample t-test. The findings indicate that the implementation of the peer tutoring method enhanced the teachers' statistical analysis skills. Hypothesis test results showed a significance value below 0.05, alongside an increase in participants' average scores. Thus, the peer tutoring method proved effective in improving the statistical analysis capabilities of English teachers in Sampang Regency. The study concludes that the peer tutoring method serves as an effective approach for enhancing teachers' professional competence, particularly regarding statistical analysis. These findings are expected to serve as a reference for the development of future teacher training programs. Keywords: Peer Tutoring, Statistical Analysis, English Teacher
Pengembangan Video Pembelajaran Fun Learning Berbantuan Canva untuk Pemecahan Masalah Materi Segiempat Audea Dea; Dwi Oktaviana; Yadi Ardiawan
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.5962

Abstract

This study aimed to develop Canva-assisted fun learning instructional videos to improve students' mathematical problem-solving skills on quadrilateral topics in Grade VII of MTs Mujahidin Pontianak. The study employed a Research and Development (R&D) method using the 4-D model, consisting of the define, design, and development stages. The research subjects included three media experts, three material experts, and 30 seventh-grade students for product testing. Data were collected through validation sheets, response questionnaires, and essay tests. The results indicated that the developed instructional video was feasible for learning. The product achieved a validity score of 95.65%, categorized as very valid. Practicality based on teacher and student responses reached 93.3%, categorized as very practical. Effectiveness based on students' test results reached 80%, categorized as effective. Therefore, the developed instructional video is valid, practical, and effective for mathematics learning. Keywords: learning video, fun learning, canva, problem-solving ability
Analisis Literasi Digital Siswa dalam Pembelajaran Matematika Berbasis Toy Theater Moh Zayyadi; Salsabila Apsari Junaidi
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.5998

Abstract

This study aims to analyze students’ digital literacy in mathematics learning using Toy Theater media among fifth-grade elementary school students, involving 20 participants. The study employed a descriptive quantitative approach supported by qualitative data. Data were collected through questionnaires as the primary source, while interviews and documentation were used to strengthen the analysis. Students’ digital literacy was analyzed based on four aspects: learning attitude, social-emotional, technical, and cognitive. The results showed that the learning attitude aspect reached 90.4% and the social-emotional aspect 89%, both categorized as very high, while the technical aspect reached 78.6% and the cognitive aspect 84.2%, both categorized as high. Interview findings indicated that the use of Toy Theater supported students’ enthusiasm and engagement in mathematics learning, while students’ work demonstrated that the interactive digital media helped them understand mathematical concepts. Therefore, Toy Theater has the potential to support students’ digital literacy in mathematics learning, although teacher guidance is still needed during the initial stages of using the media. Keywords: Digital literacy, Toy Theater
Peningkatan Hasil Belajar Matematika Murid Melalui Gamifikasi Multi-platform pada Model Discovery Learning Indah Febbry Anitasari; Lady Agustina; Ika Aldrina Juliastuti
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.6178

Abstract

This study aimed to enhance students' mathematics learning outcomes on vector topics through the integration of multi-platform gamification into the Discovery Learning model. Following the Kemmis and McTaggart framework, this classroom action research was conducted over two cycles involving 35 students from class XI-7 at SMAN Pakusari in the 2025/2026 academic year. Quizizz served as the exit ticket-based formative assessment in Cycle I, while Kahoot was employed in Cycle II. Data were gathered through observations and tests. The results showed that the average score rose from 58.43 in the pre-cycle to 79.11 in Cycle I, and further to 89.51 in Cycle II. Mastery learning rates increased from 22.86% to 62.86%, and ultimately reached 94.29%. Student activity improved from 64% to 86%, while teacher activity increased from 71% to 92%. Thus, the integration of multi-platform gamification into Discovery Learning proved effective in improving students' mathematics learning outcomes. Keywords: Mathematics Learning Outcomes, Multi-platform Gamification, Discovery Learning
Analisis Aktivitas Matematika Pada Permainan Domino Di SMP MHI Bangsalsari Jember Novia Indah Sari; Dwi Novi Sulisawati; Marsidi Marsidi
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.6191

Abstract

Domino is a game that contains various mathematical elements and has the potential to be utilized as a contextual learning medium. This study aims to describe the forms of mathematical activities that emerge during domino games and to analyze their contribution to mathematics learning. This research employed a qualitative method with a descriptive approach. The research subjects consisted of two students from SMP MHI Bangsalsari Jember who were 15 years old, had the highest mathematics achievement, and had prior experience playing domino. Data were collected through observation, semi-structured interviews, and documentation. Data analysis was conducted through data collection, data reduction, data presentation, and conclusion drawing, supported by source triangulation to ensure data validity. The findings revealed that seven mathematical activities emerged during the domino game, namely classifying, counting, determining position or location, arranging and recognizing patterns, enumerating, estimating, and explaining. Both subjects demonstrated involvement in all indicators of mathematical activities, although at different levels of depth. Subject YE exhibited more analytical, strategic, and systematic thinking skills, whereas subject NA tended to apply a more practical and situational approach. The results indicate that domino games can serve as a learning medium that naturally promotes mathematical activities and supports the development of students' mathematical thinking skills. Therefore, domino games have the potential to be used as an alternative mathematics learning medium that is contextual, engaging, and meaningful. Keywords: Mathematical Activities, Domino Game
Mengungkap Pola Respons Siswa Pada Geometris Melalui Analisis Rasch Berdasarkan Sintesis Teori Belajar Lutfiyah Lutfiyah; Susanto Susanto; Erfan Yudianto; Abi Suwito
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.6214

Abstract

This study aims to analyze students’ response patterns in geometric using the Rasch Model based on a synthesis of learning theories. The study employed a descriptive quantitative approach involving 32 eighth-grade junior high school students. The research instrument consisted of 38 true/false geometry items developed from indicators of geometric thinking processes synthesized from the theories of Piaget, Vygotsky, and Thorndike. Students’ responses were coded dichotomously, with 1 for correct answers and 0 for incorrect answers, and then analyzed using the Rasch Model. The results showed that students’ geometric thinking abilities varied, with S29P having the highest ability and S11P the lowest. The most difficult item was SL32, while the easiest item was SL1. Overall, the instrument was sufficiently able to map students’ abilities, item difficulty, and response consistency, although several items still require revision. This study offers a new approach to integrating Rasch results through a synthesis of Piaget’s, Vygotsky’s, and Thorndike’s theories, so that the measurement outcomes do not merely produce estimates of students’ abilities, but also provide pedagogical interpretations of geometric thinking patterns. Keywords: Geometric Thinking Patterns, Rasch Analysis, Synthesis of Learning Theories, Geometry

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