AKSIOMA
Aksioma is provided for writers, teachers, students, professors, and researchers, who will publish their research reports or their literature review articles about mathematics education and its instructional. This journal publishes two times a year, in March and September. Aksioma encompasses original research articles, review articles, and short communications, including: 1. Mathematics Education 2. School Mathematics 3. Development of mathematics learning
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<![CDATA[ANALISIS KEMAMPUAN PEMAHAMAN KONSEP SISWA PADA MATERI SPLDV DITINJAU DARI KEPRIBADIAN EKSTROVERT DAN INTROVERT DI SMPN 7 PALU ]]>
<![CDATA[Rizal, Muh.]]>;
<![CDATA[Idris, Mustamin]]>;
<![CDATA[Nurhayadi, Nurhayadi]]>;
<![CDATA[Annisa, Marsiana Dwi]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5304
<![CDATA[This study aims to describe the concept understanding ability of students on SPLDV material in terms of extroverted and introverted personalities at SMPN 7 Palu. The type of qualitative research is descriptive. The subjects of this study were students of class VIII D SMPN 7 Palu consisting of 20 students. However, in this study the subjects that researchers used were one student with introverted personality and one student with extroverted personality. Data collection techniques used personality questionnaires, written tests and interviews. The results of this study indicate that (1) Introverted students restate a concept by restating equation 1 and equation 2 obtained from the problem into another form, namely the SPLDV form correctly and tend to imitate what is in the problem without using their own language. Meanwhile, extroverted students restate a concept by restating the equations obtained from the problem into another form, namely the SPLDV form in their own language, not influenced by information from the problem and more likely to use their own language. (2) Introverted students provide examples of SPLDV and those that are not SPLDV based on examples of SPLDV obtained from the problem. While extroverted students provide examples that include SPLDV by looking at the SPLDV example that SE gets in the problem, but SE is unable to provide examples that do not include SPLDV because there are no examples, this means that SE can provide examples if you see an existing example. (3) Introverted students present concepts in various forms of mathematical representation in a structured manner, the steps are clear by writing in full what is known from the problem and then presenting it in the form of a mathematical model. Meanwhile, extroverted students present concepts in various forms of mathematical representation on the system of linear equations of two variables by directly presenting it in the form of a mathematical model without clear and unstructured steps by not writing what is known from the problem and directly presenting it in the form of a mathematical model. (4) Introverted students can develop necessary or sufficient conditions for a concept by writing and developing the exact conditions of one SPLDV solution and being able to determine the value of a correctly along with a clear and complete solution. Meanwhile, extroverted students develop the necessary or sufficient condition of a concept and determine the value of a by answering carelessly without doing the solution. (5) Introverted students use, utilize and select certain procedures or operations and apply concepts by determining what methods should be used in solving SPLDV problems in a structured manner, the steps are clear and the final results obtained are correct. While extroverted student subjects use, utilize, and select certain procedures or operations and apply concepts to SPLDV material with incorrect final results.]]>
<![CDATA[PROFIL KOMUNIKASI MATEMATIS SISWA SMP NEGERI 3 PALU DALAM MENYELESAIKAN SOAL CERITA LINGKARAN DITINJAU DARI GAYA BELAJAR ]]>
<![CDATA[Nurafni, Nurafni]]>;
<![CDATA[Hasbi, Muh.]]>;
<![CDATA[Alfisyahra, Alfisyahra]]>;
<![CDATA[Murdiana, I Nyoman]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5305
<![CDATA[This research aims to obtain a description of the mathematical communication of class VIII B students at SMP Negeri 3 Palu in solving circle story problems. This type of research is descriptive qualitative. The subjects of this research were students in class VIII B of SMP Negeri 3 Palu who had visual, auditory and kinesthetic learning styles. Data was collected through written assignments and interviews. The results of this research show that (1) The mathematical communication profile of visual subjects in solving circle story problems in indicator I; The subject writes down and is able to explain the information that is known and asked completely, using known mathematical symbols. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration of the question being asked. In indicator III; The subject is able to write down the formula he uses, write the formula that suits the question, namely the circle formula. Then, in the completion steps, the subject understands the multiplication of powers so that the answer obtained by the subject is correct. In indicator IV; The subject concludes the answer obtained at the end of the solution. On the V indicator; the subject concludes the results obtained correctly. In indicator VI; The subject gives a correct opinion regarding the results of solving the questions that have been worked on. (2) Mathematical communication profile of auditory subjects in solving circle story problems in indicator I; The subject writes down and is able to explain the information that is known and asked completely, using mathematical symbols to write down what is known. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration from the problem of the illustration being depicted. In indicator III; The subject is able to write and explain the formula, the formula written by the subject is the circle formula, then complete the steps in the problem being asked. In indicator IV; the subject is mistaken in adding up the final multiplication results of the question being asked, and does not conclude the answer obtained at the end of the solution. On the V indicator; the subject concludes the results obtained correctly. In indicator VI; The subject gives a correct opinion regarding the results of solving the questions that have been worked on. (3) Mathematical communication profile of kinesthetic subjects in solving circle story problems in indicator I; The subject writes and is able to explain the information that is known and asked about completely, even though he does not use mathematical symbols to write down what is known. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration of the question being asked. In indicator III; The subject can write and explain the formula he uses in solving the problem. Write down the appropriate formula to solve the problem. Write down the complete steps in solving the problem. But in indicator IV; The subject is mistaken in adding up the final product of the question being asked. And do not conclude the answers obtained at the end of the solution. On the V indicator; The subject concluded that he could not solve the problem correctly and the final results obtained were not accurate. In indicator VI; The subject gives a wrong opinion regarding the results of solving the questions that have been worked on.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI REFLEKSI KELAS XI OTKP 4 SMK NEGERI 2 PALU ]]>
<![CDATA[Hamsiana, Hamsiana]]>;
<![CDATA[Hasbi, Muh.]]>;
<![CDATA[Sukayasa, Sukayasa]]>;
<![CDATA[Lefrida, Rita]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5306
<![CDATA[This study aims to describe the application of cooperative learning model type think pair share in improving student learning outcomes on reflection material in class XI OTKP 4 SMK Negeri 2 Palu. The research method used is class action research (PTK). This research was conducted in two cycles, each cycle consisting of two meetings. This research design refers to the research design of Kemmis and Mc. Taggart's research design, namely (1) planning, (2) action implementation and observation and (3) reflection. Data analysis in this study used a qualitative approach. The data analysis used refers to Paizaluddin and Ermalinda (2013) who say that the analysis of data obtained in class action research is generally analyzed through qualitative descriptive. The data collection methods in this study include observation, interviews and field notes. The results showed that student learning outcomes could be improved by applying the cooperative learning model of think pair share (TPS) type in class XI OTKP 4 SMKN 2 PALU. This can be seen after applying the think pair share (TPS) learning model, in the first cycle the student learning outcomes that reached completeness were only 51.85%. Then in the second cycle the student learning outcomes that reached completeness were 76.67%. so it can be concluded that the application of the cooperative learning model type think pair share (TPS) can improve student learning outcomes on reflection material in class XI OTKP 4 SMK Negeri 2 Palu.]]>
<![CDATA[PROFIL PEMECAHAN MASALAH MENURUT POLYA MATERI HIMPUNAN SISWA SMP IMMANUEL PALU KELAS VIII DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF ]]>
<![CDATA[Nggau, Margaretta Lisni Alfionita]]>;
<![CDATA[Sukayasa, Sukayasa]]>;
<![CDATA[Nurhayadi, Nurhayadi]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5307
<![CDATA[This research aims to explain the ability of problem-solving between reflective cognitive and impulsive cognitive students. The subject of this research is students of class VIII SMP Immanuel Palu. Subject chose based on a test of cognitive style, one student of reflective cognitive style and one student of impulsive cognitive style. The instrument uses a test of the MFF (Matching Familiar Figures) and tests the ability to problemsolving of ratio. The subject of reflective cognitive style can retell the problems that exist in the problem, said, write down the steps used in the settlement of a matter, carry out all settlement plan as a whole and coherent, and provide settlement solutions at the end of time. The subject of impulsive cognitive style, the ave rage can tell, mention, write on some matter, of course, does not implement the settlement plan, not coherent, and settlement in a hurry.]]>
<![CDATA[ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM SOAL TURUNAN BERDASARKAN KELOMPOK GENDER MASCULINE ]]>
<![CDATA[Amelia, Kadek Devy]]>;
<![CDATA[Lefrida, Rita]]>;
<![CDATA[Alfisyahra, Alfisyahra]]>;
<![CDATA[Pathuddin, Pathuddin]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5308
<![CDATA[This research aims to obtain a profile of students' Mathematical Communication Skills in derivative problems. Based on the Masculine Gender Group. The research uses a descriptive qualitative approach. The subjects in the research were three people from class XI students at SMA Negeri 1 Sigi. Subject selection is based on masculine gender. Data collection techniques include written tests, interviews and discussions. The research method uses within-method triangulation. The research results showed that (1) students with masculine gender stated the information in the questions using their own language, repeated their friends' explanations, wrote down ideas for solving derivative questions and wrote down the reasons for each step in solving the questions. clear (2) students with masculine gender can read the symbols contained in the derivative questions, write limit notation, explain the meaning of the graph in the picture. This subject can also repeat the explanation of the theme. Furthermore, (3) students with masculine gender can make conclusions from solving questions.]]>
<![CDATA[PROFIL KONEKSI MATEMATIS SISWA KELAS IX SMP NEGERI 14 PALU DALAM MENYELESAIKAN MASALAH PADA MATERI TEOREMA PYTHAGORAS DITINJAU DARI KEMAMPUAN MATEMATIKA ]]>
<![CDATA[Padang, Sery Londong]]>;
<![CDATA[Hasbi, Muh.]]>;
<![CDATA[Lefrida, Rita]]>;
<![CDATA[Hadjar, Ibnu]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5309
<![CDATA[This study aims to obtain a description of the mathematical connection profile of grade IX students of SMP Negeri 14 Palu in solving problems in the Pythagorean theorem material reviewed from mathematical ability based on mathematical connection indicators. This type of research is descriptive research with a qualitative approach. The subject of this study is a student of SMP Negeri 14 Palu consisting of one student with high mathematical ability, one student with moderate mathematical ability and one student with low mathematical ability. Data is collected through written tests and interviews. The results of this study show that students with high mathematical ability: (1) can relate between mathematical concepts, namely the concepts of Pythagorean theorem and algebra, (2) can relate mathematics to physics subjects, (3) can relate mathematics to daily life. Students with moderate mathematical ability: (1) can relate between mathematical concepts, namely the concepts of Pythagorean theorem and algebra, (2) can relate mathematics to physics subjects, (3) can relate mathematics in daily life. Students with low mathematical ability: (1) cannot relate between mathematical concepts, (2) cannot associate mathematics with other sciences, (3) cannot associate mathematics in daily life.]]>
<![CDATA[ANALISIS KESALAHAN SISWA KELAS IX SMP NEGERI 14 PALU DALAM MENYELESAIKAN SOAL BILANGAN BERPANGKAT ]]>
<![CDATA[Wardhani, Ardyah Zahra]]>;
<![CDATA[Hadjar, Ibnu]]>;
<![CDATA[Karniman, Tegoeh S.]]>;
<![CDATA[M., Bakri]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5310
<![CDATA[Based on the results of observations conducted by researchers on students of class IX SMP Negeri 14 Palu, namely working on practice questions related to exponents and there were several problems found, namely 1). Not all students understand the material on exponents 2). there are errors in solving the questions, namely in the exponent section. 3). some students can solve the questions until the middle, and 4). no students are able to finish. This study aims to analyze the errors of class IX students of SMP Negeri 14 Palu in solving exponent number problems. This type of research is descriptive research. The approach used in this study is a qualitative approach. The sample in this study was class IX Kihajar students of SMP Negeri 14 Palu consisting of 37 students, then given a test consisting of 5 questions on exponent number material and then 1 male and female student were selected who made the most mistakes. The results of this study indicate that the errors made by male students in solving exponent number problems are: (1) conceptual errors, namely students' errors in interpreting exponents. (2) principle error, students do not follow the steps that should be written in solving the problem. (3) Arithmetic operation error, students write the wrong answer from the multiplication result. (4) Fact error, namely students make mistakes in using operation symbols. The results of this study indicate that the mistakes made by female students in solving exponent number problems are: (1) Concept error, namely students' mistakes in interpreting the concept of exponents. (2) principle error, students do not write complete steps when solving the problem. (3) Arithmetic operation error, students make mistakes when subtracting, so that it has an impact on the final result. (4) Fact error, namely students make mistakes in using number operation symbols.]]>
<![CDATA[PROFIL KEMAMPUAN PEMBUKTIAN MATEMATIKA MENGGUNAKAN METODE INDUKSI MATEMATIK SISWA KELAS XI SMAN 5 MODEL PALU DITINJAU DARI GAYA BELAJAR ]]>
<![CDATA[Jusmawati, Jusmawati]]>;
<![CDATA[Paloloang, Baharuddin]]>;
<![CDATA[Rochaminah, Sutji]]>;
<![CDATA[Hasbi, Muh.]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5311
<![CDATA[This study aims to describe the ability of mathematical proof using mathematical induction method of students who have visual, auditorial and kinesthetic learning styles. The subjects of this research are 3 students who are representatives of each learning style, namely 1 student who has a visual learning style, 1 student who has an auditory learning style and 1 student who has a kinesthetic learning style. This research is a descriptive research that describes students' mathematical proof ability using mathematical induction method adapted to visual, auditory and kinesthetic learning styles. The results showed that students with visual and auditorial learning styles were able to perform mathematical proof using mathematical induction in the basic steps and induction steps but only up to the correct assumption for n = k while students with kinesthetic learning styles could not apply the principle of mathematical induction correctly, in th basic steps students substituted n = 1 and n = 2 into the statement and ther were error in arithmetic operations.]]>
<![CDATA[PROFIL PEMECAHAN MASALAH DALAM MENYELESAIKAN SOAL PADA MATERI PERSAMAAN GARIS LURUS OLEH SISWA KELAS VIII SMP NEGERI 9 PALU DITINJAU DARI ADVERSITY QUOTIENT (AQ) ]]>
<![CDATA[Putri, Istifanah Maharani]]>;
<![CDATA[Paloloang, Baharuddin]]>;
<![CDATA[Pathuddin, Pathuddin]]>;
<![CDATA[Lefrida, Rita]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5312
<![CDATA[The purpose of this study is to obtain a description of the problem solving of straight line equations in terms of Adversity Quotient (AQ) of SMP Negeri 9 Palu students. This type of research is descriptive qualitative research. The subjects of this study were 3 students taken from 26 students of class IX F SMP Negeri 9 Palu. Data on students' AQ level was obtained by giving ARP questionnaire, while data on students' problem solving was obtained by tests and interviews. Using Polya's steps on Climber, namely; (1) Understand the problem: students understand and realize the completeness of the information in the problem (2) Develop a plan: students explain the problem solving plan well (3) Implement the Problem: students consistently carry out according to what was previously planned (4) Recheck: students check each step of problem solving. Using Polya's steps on Camper, namely; (1) Understand the problem: students understand the problem by reading the problem repeatedly. (2) Developing a plan: students explain the problem solving plan quite well. (3) Implementing the plan: students consistently carry out according to what was previously planned. (4) Rechecking: students doubt the answers that have been obtained. Using Polya's steps on Quitters, namely; (1) Understanding the problem: students identify information from the problem. (2) Making plans: students are able to make plans (3) problem solving: students do not solve the whole problem. (4) Rechecking: students do not solve the whole problem.]]>
<![CDATA[PROFIL PEMAHAMAN KONSEP SISWA KELAS VIII A SMP GKST IMANUEL PALU PADA MATERI BANGUN DATAR SEGIEMPAT ]]>
<![CDATA[Lowo, Lilis Kartina]]>;
<![CDATA[Sukayasa, Sukayasa]]>;
<![CDATA[Hadjar, Ibnu]]>
<![CDATA[ Aksioma Vol. 14 No. 2 (2025): AKSIOMA ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v14i2.5313
<![CDATA[This research aims to obtain a description of the conceptual understanding profile of class VIII A students at GKST Imanuel Palu Middle School. This type of research is descriptive research. The subjects of this research were students with high, medium and low mathematics abilities. Data collected by interviews and giving assignments. The results of this research show that students with high abilities: (1) can state the definition of a rhombus, but cannot state the definition of a kite and parallelogram. (2) can classify flat shapes that have an axis of symmetry and those that do not have an axis of symmetry. (3) can solve the story problems given. Students with moderate mathematical abilities; (1) It is not appropriate to state the definition of a rhombus, because the definition given by the student is the definition of a kite. (2) can group flat shapes that do not have an axis of symmetry (3) can apply the formula for the perimeter of a parallelogram, but have not yet found the final result of the story problem. Students with low mathematical abilities: (1) have not met the indicators, because the subject did not write the definitions of kite, parallelogram and rhombus. (2) Subjects can group flat shapes that have an axis of symmetry. (3) the subject cannot solve the story problems.]]>
