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Aksioma Education Journal
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30473187     DOI : 10.62872/9q18e450
Core Subject : Education,
Mathematics Other
Aksioma Education Journal (AEJ) is a peer-reviewed open access international journal established for the dissemination of knowledge in the field of Mathematics Education. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is to ensure the quality of manuscripts published in the journal.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 24 Documents
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RME application and its effectiveness in learning mathematics to improve students critical thinking skills Sukarma, I Ketut
Aksioma Education Journal Vol. 1 No. 4 (2024): December-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/z27b1v25

Abstract

This research aims to analyze the application of the Realistic Mathematics Education (RME) approach in enhancing students' critical thinking abilities in mathematics learning. The study uses a quantitative design with a survey method, involving 150 respondents who are secondary school students. Data were collected through a questionnaire measuring two main variables: the implementation of RME and critical thinking abilities. The data analysis results indicate that the application of the RME approach significantly impacts the improvement of students' critical thinking abilities, with a p-value < 0.05. Based on simple linear regression analysis, the R² value of 75% was obtained, showing that 75% of the variation in critical thinking ability can be explained by the application of RME. This study suggests that RME can be an effective alternative to enhance students' critical thinking skills in mathematics learning.
Development of Mathematics Learning Media Based on Augmented Reality and Unity 3D Fauzi, Moch.; Ridho'i, Mohammad
Aksioma Education Journal Vol. 1 No. 4 (2024): December-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/t6pw7q34

Abstract

This study aims to explore the effectiveness of the use of augmented Reality-based learning media (AR) in improving students ' understanding of abstract mathematical concepts. By utilizing AR and Unity3D Technology, students are provided with a more interactive and visual learning experience through 3D objects that enable a clearer understanding of concepts. The results showed that AR-based learning media is effective in helping students understand difficult math materials, increasing their motivation, and involvement in learning. In addition, positive perceptions from teachers and students regarding the use of AR were also revealed, where this medium is considered to be able to facilitate teaching and make students more interested and active in learning. However, the study also found some challenges, such as limited devices that can support AR applications optimally and difficulties in integrating AR with existing curricula. This research suggests further development in technology and infrastructure to improve the effectiveness of the use of AR-based learning media in the future.
Dynamic Geometry Study as a Learning Visualization Tool in the Digital Era Duma, Sonny Yaitu; Modjo, Ardiyanto Saleh
Aksioma Education Journal Vol. 2 No. 1 (2025): March-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/5dfdq464

Abstract

In the digital era, the integration of technology in education is becoming increasingly important to improve the effectiveness of learning. One significant innovation in mathematics education is the use of dynamic geometry through software such as GeoGebra and Cabri Geometry. This technology allows students to visualize and explore geometric concepts interactively, so that they can better understand spatial relationships. This approach is in line with constructivism theory which emphasizes exploration-based learning and direct experience. Various studies have shown that the use of dynamic geometry not only improves conceptual understanding but also develops critical and analytical thinking skills. However, the implementation of this technology faces several challenges, such as the readiness of educators to integrate the software into learning strategies and the limited infrastructure in some educational institutions. Therefore, continuous training is needed for educators and educational policies that support the wider adoption of this technology. With the right implementation strategy, dynamic geometry can be a revolutionary learning tool in mathematics education, increasing student engagement, and strengthening their spatial literacy and problem-solving skills in the digital era.
Effectiveness of Professional Teacher Education in Developing Educational Technology Skills in the Digital Era Putranti, Adim Dwi; Rhamadani, Mega Wahyu; Sukmawarti, Sukmawarti; Utami, Asih
Aksioma Education Journal Vol. 2 No. 2 (2025): June-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/mpbt9r21

Abstract

The transformation of digital technology has resulted in fundamental changes in various sectors of life, including the field of education which is experiencing a significant paradigm shift. This study aims to explore the effectiveness of teacher professional education in improving educational technology skills in the digital era. Along with the rapid development of technology, teachers' ability to integrate technology into the learning process becomes a key element in creating innovative and relevant learning experiences. This study uses a descriptive qualitative approach involving teachers who have participated in the professional education program as the main participants. Data were obtained through in-depth interviews, observations, and document analysis of the education programs followed by the teachers. The results show that professional education substantially improves teachers' skills in utilizing various technological tools, including learning software, digital platforms and technology-based teaching techniques. In addition, the program also encourages the development of positive attitudes towards the use of technology as an integral part of learning. However, the effectiveness of the program is inseparable from challenges such as limited access to technology facilities, lack of follow-up training, and differences in the level of individual readiness to adopt technology. This study concludes that systematically designed professional education with a focus on educational technology has great potential to strengthen teachers competencies in the digital era. These results provide important implications for policy makers and education providers to continue developing needs-based programs, providing adequate infrastructure, and creating a supportive ecosystem that supports the application of technology in learning.
The Effectiveness of Digital Educational Games in Increasing Elementary School Students’ Interest in Learning Mathematics Juniarmi, Intan
Aksioma Education Journal Vol. 2 No. 2 (2025): June-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/8zpw6f81

Abstract

This study aims to investigate the effectiveness of digital educational games in increasing elementary school students’ interest in learning mathematics. Using a quasi-experimental design, the research involved two groups of fourth-grade students: one experimental group that received instruction through digital games and one control group taught using conventional methods. Data were collected through observation, questionnaires, and pretest-posttest measurements of students’ learning interest. The results showed that students in the experimental group experienced a significant increase in motivation and engagement compared to the control group. Digital games provided interactive and visually stimulating experiences that helped simplify abstract mathematical concepts and made learning more enjoyable. Furthermore, the games fostered collaborative learning and improved classroom dynamics. The findings support the integration of game-based learning in elementary mathematics instruction as a powerful tool to enhance students’ affective involvement and enthusiasm for learning. The study suggests that educators should consider incorporating digital games to create more engaging and student-centered learning environments.
Application of STEM in Educational Curricula: a Literature Review Jumri, Rahmat
Aksioma Education Journal Vol. 2 No. 1 (2025): March-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/7btpwf93

Abstract

This study aims to examine the implementation of the Science, Technology, Engineering, and Mathematics (STEM) approach in educational curricula through a systematic literature review (SLR) method using the PRISMA framework. The main focus of this research is to evaluate how the STEM approach is integrated into various educational levels, identify implementation challenges, and assess its impact on the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration (4C). Data were obtained from 239 scholarly articles accessed through databases such as Google Scholar, Scopus, SINTA, GARUDA, Crossref, and ICI. After a rigorous selection process based on inclusion criteria, 25 articles were chosen for further analysis. The results of the study indicate that consistent STEM implementation can enhance student motivation, interdisciplinary concept understanding, and problem-solving skills. However, several barriers were also identified, such as a lack of teacher training, limited resources, and low educational policy support. Therefore, this study provides valuable contributions to formulating recommendations for the development of more effective STEM-based educational policies in the future.
Evaluation of the Effectiveness of the Intensive Mathematics Class Program through a Pretest-Posttest Study Using the Expository Method for Low Ability Students Nata Atmadja, Hendrico Yehezky; Hidayani, Rahma
Aksioma Education Journal Vol. 2 No. 2 (2025): June-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/v3ckxv52

Abstract

This study evaluates the effectiveness of the Intensive Mathematics Class Program (IMCP) - an expository teaching intervention designed to mitigate mathematics learning loss among low-achieving 10th-grade students at Sekolah Global Mandiri Cibubur, Indonesia, following by the fact of widespread COVID-19 educational disruptions (affecting 90% of learners globally) and documented declines in national PISA mathematics scores. Using a purposive sampling technique, 18 students with the lowest performance (three from each class) were selected to participate in structured instruction on quadratic equations, assessed through a pretest–posttest design. Results indicated significant improvement, with mean scores increasing from 1.33 (SD = 1.14) to 6.61 (SD = 3.47). Non-parametric tests (Shapiro–Wilk W = 0.806, p = 0.002) confirmed data non-normality and the effectiveness of the intervention, further supported by a large effect size, ES = 0.86. Notably, 17 out of 18 students demonstrated score improvements, while only 1 student showed no improvement. These findings show that systematic expository teaching can effectively bridge learning gaps. The study shows the effect of the IMCP as the strategy for low-achieving students in the post-pandemic context. However, the study’s generalizability is limited by its small sample size and localized setting in Senior High School Global Mandiri Cibubur. In the future, the research recommends to expand participant diversity and sample size.  
The Influence of the Discovery Learning Approach with Quizizz Paper Mode Media on Improving Mathematics Scores Rustanti, Dwi; Huda, Nuril
Aksioma Education Journal Vol. 2 No. 2 (2025): June-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/ab4pws57

Abstract

This study aims to determine the effect of the discovery learning model with the help of quizizz paper mode media on increasing the average mathematics scores of grade 3 students of Segorotambak State Elementary School, Sedati District, Sidoarjo as an experimental group. The background of this study is the large number of students who have mathematics scores below the KKM (Minimum Completion Criteria). In this study, there are 2 population groups, namely Segorotambak State Elementary School as an experimental group using the discovery learning model with the help of quizizz paper mode and Pepe State Elementary School as a control group. This study uses a quantitative experimental research type with a pre-Experimental Design One-Group (Pretest-Posttest Design) research design. The population used was grade 3 of Pepe State Elementary School totaling 28 students and Segorotambak State Elementary School totaling 17 students. Data collection techniques in the form of giving an initial test (pre-test) before being given treatment and a final test (post-test). The data analysis technique used in this study was the results obtained from the pre-test and post-test scores of students using Shapiro Wilk. The results of this study showed a significant increase in the average value from 49.41, after using the Discovery Learning approach with the help of quizizz paper mode media to 70.58 or an increase of 21.17 so that research with the discovery learning approach through quizizz paper mode media at Segorotambak State Elementary School has been proven to be able to improve the mathematics scores of students in the experimental group.
The Utilization of the GeoGebra Application in Improving Junior High School Students’ Understanding of Geometry Concepts Lubis, Tsuwaibatul Aslamiyah
Aksioma Education Journal Vol. 2 No. 2 (2025): June-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/zem7av04

Abstract

This study aims to investigate the effectiveness of the GeoGebra application in enhancing students’ conceptual understanding of geometry at the junior high school level. Using a quasi-experimental design with a nonequivalent control group, the research involved two classes: one taught using GeoGebra (experimental group) and the other taught using conventional methods (control group). Both groups were given pre-tests and post-tests to assess their understanding of geometric concepts such as angles, shapes, and transformations. The results showed a significant increase in the post-test scores of the experimental group compared to the control group. Gain score analysis also revealed that students in the GeoGebra-assisted class achieved higher learning improvements. The use of GeoGebra helped visualize abstract geometric concepts in a dynamic and interactive way, which enhanced students’ engagement, comprehension, and motivation. The findings support the integration of interactive digital tools in mathematics instruction to foster meaningful learning and improve student outcomes, especially in abstract and visual topics like geometry.
Implementation of Problem-Based Mathematics Learning in Improving Critical Thinking Skills Widyatiningtyas, Revi Andari
Aksioma Education Journal Vol. 2 No. 3 (2025): SEPTEMBER-AEJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/33nc4c93

Abstract

Keterampilan berpikir kritis merupakan salah satu kompetensi penting abad ke-21 yang perlu dikembangkan melalui pembelajaran matematika. Namun, praktik pembelajaran konvensional di kelas sering kali masih menekankan hafalan prosedural, sehingga siswa kurang terlatih dalam menganalisis dan mengevaluasi permasalahan kontekstual. Penelitian ini bertujuan untuk menganalisis efektivitas implementasi Problem-Based Learning (PBL) berbantuan media digital dalam meningkatkan keterampilan berpikir kritis matematis siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental non-equivalent control group design. Subjek penelitian melibatkan 64 siswa sekolah menengah pertama, yang dibagi menjadi kelas eksperimen (PBL + media digital) dan kelas kontrol (pembelajaran konvensional). Instrumen yang digunakan meliputi tes keterampilan berpikir kritis (pre-test dan post-test), lembar observasi, dan angket persepsi siswa. Hasil penelitian menunjukkan bahwa rata-rata skor post-test kelas eksperimen lebih tinggi dibandingkan kelas kontrol dengan nilai N-Gain sebesar 0.61 (kategori sedang), sementara kelas kontrol hanya mencapai 0.32 (kategori rendah). Uji t-test memperlihatkan perbedaan signifikan pada taraf 0.05. Observasi dan angket mendukung temuan tersebut, di mana siswa merasa lebih termotivasi, interaktif, dan percaya diri dalam pembelajaran. Kesimpulannya, PBL berbantuan media digital terbukti efektif dalam meningkatkan keterampilan berpikir kritis matematis siswa serta menciptakan suasana belajar yang lebih bermakna dan kolaboratif.

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