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Muhammad Karim
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Program Studi Pendidikan Matematika, Universitas Tadulako, Jl. Soekarno Hatta KM. 9, Tondo, Kota Palu, Sulawesi Tengah, Indonesia
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AKSIOMA
Published by Universitas Tadulako
ISSN : 14124505     EISSN : 27459241     DOI : https://doi.org/10.22487/aksioma.v14i1
Core Subject : Education,
Education Mathematics Other
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
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 218 Documents
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ANALISIS KEMAMPUAN PEMECAHAN MASALAH SISTEM PERSAMAAN LINEAR DUA VARIABEL SISWA KELAS VIII SMP KRISTEN GPID SUMBERSARI DITINJAU DARI GAYA KOGNITIF : Analysis of Problem Solving Ability The Two Variable Linear Aquation System at The Eighth Grade Students of Gpid Sumbersari Christian Junior High School in Terms of Cognitive Style Rusmawa, I Ketut Beni; Sugita, Gandung; Anggraini, Anggraini; Murdiana, I Nyoman
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4379

Abstract

This research is a descriptive study that uses a qualitative approach aims to obtain a description of the problem solving ability of two variable linear aquation system of grade VIII students of GPID Sumbersari Christian Junior High School in terms of cognitive style based on Polya's steps. Subjects in this study consisted of 4 students, namely subject FIt (selected students who are FI cognitive style from the GEFT test results which fall into the high FI category), Subject FIs (selected students who are FI cognitive style from the GEFT test results which fall into the medium FI category), FDs (selected students who are FD cognitive style from the GEFT test results which fall into the medium FD category) and subject FDr (selected students who are FD cognitive style from the GEFT test results which fall into the low FD category). The instruments in this study are GEFT test, problem solving ability test of two variable linear aquation system, and interview guidelines. The results showed that the problem solving ability of FI cognitive style subjects is better than FD cognitive style subjects. Where, the problem solving ability of two variable linear equation system of FI cognitive style subject that is FIt subject has been in accordance with the four stages of Polya by giving the correct conclusion and FIs subject has also been in accordance with the stage of understanding the problem and planning problem solving however, there is a calculation error at the stage of implementing the problem solving plan and at the stage of re-examining the answer the conclusion obtained is wrong. Meanwhile, the problem solving ability of the two variable linear equation system of FD cognitive style subjects, namely FDs and FDr subjects even though they are in accordance with the stage of understanding the problem, and planning problem solving. However, at the stage of performing the problem solving plan is incomplete and at the stage of checking the answer the conclusion obtained is wrong.
ANALISIS KEMAMPUAN PEMECAHAN MASALAH PADA MATERI TEOREMA PHYTAGORAS SISWA KELASVIII SMP NEGERI 12 SIGI: Analysis Of Problem Solving Skills On Pythagorean Theorem Material For Students In Class VIII SMP Negeri 12 Sigi Widiastuti, Ira; Nurhayadi, Nurhayadi; Idris, Mustamin; Rizal, Muh.
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4380

Abstract

The purpose of this study was to obtain a description of students' problem solving ability on the Pythagorean theorem material of class VIII students of SMP Negeri 12 Sigi. This type of research is qualitative research. The subjects in this study were three students of class VIII SMP Negeri 12 Sigi in the odd semester of the 2023/2024 school year consisting of one student each with high, medium, and low mathematics abilities. Data collection techniques used observation sheets, written tests and interviews. The results of this study indicate that (1) high mathematics ability students can understand the problem, plan the solution, implement the plan, and check back, (2) moderate mathematics ability students can understand the problem, plan the solution, and implement the plan but cannot do a check back, (3) low mathematics ability students are unable to understand the problem, plan the solution, implement the plan, and check back.
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN STRATEGI PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN HASIL BELAJAR MATERI BANGUN RUANG SISI DATAR KELAS VIII MTs.N 4 KOTA PALU : The Application of The Problem-Based Learning Model With Diferentiation Learning Strategies to Improve Learning Outcomes on Topics of Polyhedra for Class VIII MTs.N 4 Palu City Dwiyanti, Risna; Rizal, Muh.; Sukayasa, Sukayasa; Nurhayadi, Nurhayadi
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4381

Abstract

This study aims to obtain a description of the application of problem-based learning model with differentiation learning strategies to improve learning outcomes on topics of polyhedra for class VIII B MTs.N 4 Palu City. The subjects in this study were 32 students of class VIII B MTs.N 4 Palu and 3 students were selected as informants. This study is a Classroom Action Research (CAR) that refers to the Kemmis and Mc. Taggart research design. This study was conducted in two cycles that followed the phases of the Problem-Based Learning model, namely (1) Student orientation to the problem, (2) Organizing students to learn, (3) Assisting individual and group investigations, (4) Developing and presenting work results, (5) Analyzing and evaluating the problem-solving process. By combining differentiated learning strategies in the phase of organizing students to learn and the phase of guiding individual and group investigations. In cycle I, the number of students who completed was 11 students with a completion percentage of 39.3% and in cycle II, the number of students who completed was 21 students with a completion percentage of 75%. Based on the results of the study, it can be concluded that the application of the Problem-Based Learning model with a differentiation learning strategy can improve the learning outcomes on topics of polyhedra for class VIII MTs.N 4 Palu city.
ANALISIS PEMAHAMAN KONSEP SISWA PADA MATERI PERSAMAAN KUADRAT DI SMP KRISTEN GPID SUMBERSARI DITINJAU DARI GAYA KOGNITIF FIELD INDEPENDENT: Analysis of Students’ Concept Understanding on Quadratic Equation Material at GPID Sumbersari Christian Junior High School in Terms of Field Independent Cognitive Style Sriani, Niluh; Karniman, Tegoeh S.; M., Bakri; Hadjar, Ibnu
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4382

Abstract

This study is a descriptive study that uses qualitative approach aims to analyze students’ concept understanding on the quadratic equation material at GPID Sumbersari Christian Junior High School in terms of field independent cognitive style. Subjects in this study consisted of 3 students cognitive style field independent. The instruments in this study are GEFT test, concept understanding questions, and interview guidelines. Research results showed: the understanding of the three subjects of field independent cognitive style have not been able to state the concept of quadratic equation correctly. In giving examples and not examples of equations, subject 1 has not been able to examples and not examples correctly while subject 2 and subject 3 were able to give axamples and not examples of quadratic equations. Subject 3 were able to give examples and non-examples of quadratic equations well. Subject 1 and subject 3 have not been able to present the equation into mathematical representations correctly, while subject 2 was able to present the quadratic equation in the form of mathematical representations well. In using procedures or operations, subject 2 was able to use procedures well while subject 1 and subject 3 were not able to use procedures well. In linking concepts, the three subjects were still not able to relate concepts well. In this case the field independent cognitive style students do not fulfill all indicators of concept understanding so that students’ understanding in understanding the concept of quadratic equations is still low.
PROFIL KEMAMPUAN NUMERASI PESERTA DIDIK KELAS VIII SMP NEGERI 16 PALU DALAM MENYELESAIKAN SOAL AKM: Profile Of Numeracy Ability Of Class VIII Students Of SMP Negeri 16 Palu In Solving AKM Quetions Salamah, Ummu; Karniman, Tegoeh S.; Hadjar, Ibnu; M., Bakri
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4383

Abstract

This study aims to describe the numeracy skills of class VIII students of SMP Negeri 16 Palu in solving AKM problems. This research is a descriptive research with qualitative approach. The subjects of this research were students of class VIII SMP Negeri 16 Palu consisting of three people, namely one high ability student, one medium ability student and one low ability student. Data collection techniques used observation, tests, interviews, and documentation. The results of this study indicate that (1) The profile of numeracy skills of high-ability students can meet all indicators of numeracy skills, meaning that the subject is able to master the use of numbers and symbols, as well as the stage of analyzing information and interpreting and mastering it well. (2) The numeracy ability profile of medium ability learners is only able to master two indicators, meaning that the subject masters the use of symbols and evaluates, and cannot draw conclusions from the answers that have been found. (3) The numeracy profile of low ability learners is only able to master the use of symbols and numbers, unable to fulfill the other two indicators.
PROFIL PENYELESAIAN SOAL HIGHER ORDER THINKING SKILLS SISWA KELAS VIII SMP NEGERI MODEL TERPADU MADANI PALU PADA MATERI POLA BILANGAN : The Profile of Solving Higher Order Thinking Skiils Questions in Grade VIII Students at SMP Negeri Model Terpadu Madani Palu on Number Pattern Material Seftiani, Dini; Murdiana, I Nyoman
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4384

Abstract

This research aims to obtain a description of the higher order thinking skills problem solving profile of class VIII Raden Saleh students at Madani Integrated Model State Middle School in Palu on Number pattern material. This type of research is qualitative decriptive research. The subjects in this study consisted of 3 students, of which 1 student had high mathematics ability, 1 student had moderate mathematics ability, and 1 student had los mathematics ability. Data collection techniques use test and interviews. Data analysis uses 3 stages, namely data reduction, data presentation, and drawing conclusions. The results showed that subjects with high mathematical ability achieved four indicators of solving number pattern problems based on HOTS questions, subjects with moderate mathematical ability achieved four indicators of solving number pattern problems based on HOTS questions but there were several indicators that werw not completed well, and subjects eith high mathematical ability low mathematics achieved three indicators of solving number pattern questions based on HOTS questions and There were indicators that were not completed.
PROFIL BERPIKIR KRITIS SISWA KELAS VIII MTs ALKHAIRAAT MALENI DALAM MENYELESAIKAN SOAL SISTEM PERSAMAAN LINEAR DUA VARIABEL: Critical Thinking Analysis Of Class VIII Students At Mts Al Khairaat Maleni In Solving Problems Of Two Variables Linear Equation System Mardiana, Nanang; Paloloang, Baharuddin; Hasbi, Muh.; Rochaminah, Sutji
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4385

Abstract

This study aims to obtain a description of students' critical thinking in solving problems on the system of linear equations of two variables at MTs Alkhairaat Maleni. This type of research is descriptive with a qualitative approach. The subjects in this study were students of class VIII B MTs Alkhairaat Maleni consisting of three people, namely one student each with high, medium and low mathematics abilities. Data collection techniques used written tests and interviews. The results of this study indicate that (1) The critical thinking profile of subjects with high mathematics ability is a subject who is able to master the FRISCO indicators (focus, reason, inference, situation, clarity, and overview). Subjects with moderate mathematics ability are subjects who only partially master the FRISCO indicators, namely the subject does not provide the right reasons to support the conclusions he makes (reason). The subject determines the steps to solve the problem. But the subject is less precise in concluding the solution to the problem (inference). The subject with low mathematics ability, namely the subject who also partially mastered the FRISCO indicator, namely the subject also gave inappropriate reasons to support the conclusions he made (reason). The subject determines the first step in solving the problem. But in solving the problem the subject is not correct in determining the solution strategy (inference). The subject did not use all the information that was in accordance with the problem in the problem (situation). The subject did not recheck what had been done (overview).
HUBUNGAN EFIKASI DIRI TERHADAP PRESTASI BELAJAR SISWA KELAS XI MIPA SMA NEGERI 5 MODEL PALU: The Relationship Between Self-Efficacy and Learning Achivement of Students in Class XI MIPA SMA Negeri 5 Model Palu Abdurahman, Algyfahri S.; Hadjar, Ibnu
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4386

Abstract

This study aims to determine the relationship between self-efficacy and learning success of students in class XI MIPA at SMA Negeri 5 Palu Model in the 2023/2024 academic year. This research uses a quantitative approach. This type of research is ex post facto. This research was conducted in class XI MIPA SMA Negeri 5 Palu model. This study used a sample size of 98 out of 224 students. Sampling was done using random sampling technique. Data were collected using self-efficacy scale and students' report card scores in odd semester. This analysis method uses descriptive statistics, and the relationship between two variables, namely self-efficacy to student learning achievement, is determined by calculating using product-moment correlation. The results showed that there was a relationship between self-efficacy and learning achievement of 11th grade students of SMA Negeri 5 Model Palu.
ANALISIS KEMAMPUAN PEMAHAMAN KONSEP SISWA PADA MATERI SPLDV DITINJAU DARI KEPRIBADIAN EKSTROVERT DAN INTROVERT DI SMPN 7 PALU Rizal, Muh.; Idris, Mustamin; Nurhayadi, Nurhayadi; Annisa, Marsiana Dwi
Aksioma Vol. 14 No. 2 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i2.5304

Abstract

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.
PROFIL KOMUNIKASI MATEMATIS SISWA SMP NEGERI 3 PALU DALAM MENYELESAIKAN SOAL CERITA LINGKARAN DITINJAU DARI GAYA BELAJAR Nurafni, Nurafni; Hasbi, Muh.; Alfisyahra, Alfisyahra; Murdiana, I Nyoman
Aksioma Vol. 14 No. 2 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i2.5305

Abstract

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.

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