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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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Improving Students’ Numeracy and Literacy Skills Through a Contextual Approach Huda, Nuril
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: 10.62872/10yc4p09

Abstract

Numeracy literacy skills are one of the essential competencies of the 21st century, yet national and international assessments show that elementary school students in Indonesia still face difficulties in connecting mathematical concepts to real-world contexts. This study aims to evaluate the effectiveness of a contextual-based numeracy literacy learning model combined with simple digital media in improving student achievement. The research method used a quasi-experimental design with a pretest–posttest control group model. Two classes were designated as the experimental and control groups, with an intervention of eight meetings based on everyday life contexts (e.g., market prices and rainfall data) combined with simple digital media such as spreadsheets and visual simulations. The results of the ANCOVA analysis showed a significant difference between the experimental and control groups, with a large effect size (Hedges' g = 1.12). The strongest improvement occurred in the formulate aspect, followed by employ and interpret. Qualitative findings through interviews and observations also showed increased motivation, active participation, and self-confidence in students. Thus, the contextual model with simple digital support is effective in improving numeracy literacy and is relevant for wider implementation as a learning strategy, while supporting the achievement of SDG 4 on quality and inclusive education.
Integration of Pancasila Student Profiles in Project-Based Mathematics Learning Wahyuni, Nur
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: 10.62872/6kegrn51

Abstract

The integration of the Pancasila Student Profile into mathematics learning is a strategic effort to foster character while improving students' academic competence. This study aims to describe the application of the Pancasila Student Profile values in project-based mathematics learning in the school environment. The method used is descriptive qualitative with data collection techniques through observation, documentation, and interviews with teachers and students. The results of the study indicate that values such as mutual cooperation, critical reasoning, and independence can be internalized effectively through contextual and collaborative mathematics project activities. Project-based learning not only strengthens the understanding of mathematical concepts but also shapes students' attitudes and behaviors in accordance with the Pancasila Student Profile. These findings recommend the need to strengthen the role of teachers in designing integrative and student-centered learning projects.
Comparison of Conventional and Contextual Mathematics Learning in Elementary Schools Presty Rumani, Risza
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/ynxwg244

Abstract

Mathematics learning at the elementary school level plays a strategic role in developing students' logical and critical thinking skills from an early age. However, the conventional approach still dominant in many schools tends to emphasize procedural solutions without building in-depth conceptual understanding. This approach risks separating mathematics from students' real-life contexts. As an alternative, the contextual teaching and learning (CTL) approach has emerged as a model that emphasizes the connection between material and students' everyday experiences. This study aims to compare the two approaches through a literature review method with a descriptive qualitative approach. Data were collected from various accredited academic sources over the past five years. The analysis results indicate that the conventional approach is effective in developing procedural skills, while the contextual approach excels in fostering conceptual understanding, learning motivation, and 21st-century skills. However, CTL requires teacher preparedness and adequate resources. This study recommends an adaptive integration of the two approaches to create more relevant, inclusive, and contextual mathematics learning strategies. The theoretical and practical implications point to the importance of constructivism as the primary foundation in developing meaningful mathematics teaching strategies in elementary schools.
Qualitative Study: Mathematics Teachers' Strategies in Delivering Geometry Material in Inclusive Classes Dhesta Kusuma Dewi, Tharienna
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/qmpept98

Abstract

This study aims to explore geometry learning strategies used by mathematics teachers in inclusive classrooms at the junior high school level. Geometry, as part of the mathematics curriculum, has a high level of abstraction, thus demanding a pedagogical approach that is adaptive to the diversity of cognitive and socio-emotional functions of students, especially those with special needs. This study used a descriptive qualitative approach with data collection techniques such as in-depth interviews, classroom observations, and documentation studies. Data analysis was conducted based on the Miles and Huberman model, with attention to the qualitative validity principles of Lincoln and Guba. The findings indicate that teachers implement learning differentiation strategies through content modification, the use of multisensory media, assistive technology, and a collaborative project-based approach. This approach aligns with the principles of Universal Design for Learning and the theory of multiple intelligences that encourage instructional flexibility. However, limited pedagogical training, workload, and lack of institutional support are significant challenges. Teachers' critical reflection as reflective practitioners plays a crucial role in designing inclusive and contextual learning innovations. This study recommends strengthening teacher capacity through ongoing training and cross-stakeholder collaboration to achieve academic equity in inclusive mathematics education. 

Page 3 of 3 | Total Record : 24

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