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AKSIOMA : Jurnal Matematika dan Pendidikan Matematika
Published by Universitas PGRI Semarang
ISSN : 20862725     EISSN : 25797646     DOI : https://doi.org/10.26877/2djdzk74
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Aksioma: Jurnal Matematika dan Pendidikan Matematika invites original research articles that have not been simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education is welcome, which includes, but is not limited to, the following topics: 1. Realistic Mathematics Education; 2. Ethnomathematics; 3. ICT in Mathematics Education; 4. Teaching and learning process of mathematics 5. Assessment and Evaluation of Mathematics Education; 6. Creativity and Innovation in Mathematics Teaching and Learning; 7. Mathematical Thinking Ability; 8. Applied Mathematics.
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Articles 50 Documents
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Students' error profiles in solving statistical problems based on Newman's error analysis Sunu Paramarta; Ida Dwijayanti; Farida Nursyahidah; Windia Hadi
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 16 No. 3 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/674vqb11

Abstract

Many students experience difficulties when solving statistical problems, indicating the need for further research to address these issues. The purpose of this study is to identify the types of errors students make and the factors contributing to these errors. The error types in this study are analyzed using Newman's Error Analysis (NEA), which includes reading and decoding errors, comprehension errors, transformation errors, process skill errors, and encoding errors. This study employs a qualitative method with six ninth-grade students as research subjects. Data were collected through tests, interviews, and documentation. A purposive sampling technique was employed, and the data were analyzed using Miles and Huberman's data analysis model. The results show that students with low cognitive ability committed comprehension errors, while students with medium and high cognitive ability did not. Process skill errors and encoding errors occurred among students across all cognitive ability levels—high, medium, and low. The factors contributing to these errors include limited literacy skills, lack of student accuracy, and the influence of previous errors.
Analysis of students' algebra learning motivation through the use of desmos and amplify classroom Elisa Sari; Stevanus Trionanda; Ilham Nur Dimas Yahya; Riztamala Diana; Daya Wulandari; Nuryani Kurniawati
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 16 No. 3 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/bmmdy457

Abstract

Learning motivation is a crucial factor in the success of mathematics education, a field that requires strong analytical skills and persistence. However, based on preliminary observations, students tend to exhibit low learning motivation when encountering algebraic materials, which are often abstract and theoretical. Due to this, the present study aimed to evaluate students' learning motivation after using interactive digital learning tools (Desmos and Amplify Classroom) in algebra. Using a descriptive quantitative approach, this study focused on Grade IX students of SMA Harapan in Bangka Regency. A learning motivation questionnaire consisting of 15 items was used, based on five motivational indicators: learning drive, attention, perseverance, diligence, and the desire to succeed. The data were descriptively analyzed by calculating the mean scores and categorizing the students' motivation levels. The results indicate that students' learning motivation, in general, fell into the moderate category, with a mean score of 2.79. Each indicator recorded results in the mild category, with the highest score of 2.91 for perseverance in completing tasks and the lowest score of 2.67 for the desire to succeed. The results suggest that the use of Desmos and Amplify Classroom had a positive impact on students' motivation to learn, particularly in the interest and engagement dimension, through the interactive algebraic graph visualizations. However, the effect had not yet reached a high level. The integration of interactive digital media for the first time in this study helps develop a more positively impactful approach to teaching mathematics by increasing students' motivation and deepening their engagement in the exploration phase of their learning.
Students' analogical reasoning and creative thinking across mathematical ability levels Anugrah Tegar Putra Farabibah; Sri Suryanti; Ainu Putri Rahmawati
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 16 No. 3 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/gakraz76

Abstract

This study examines students' analogical reasoning and creative thinking in solving open-ended mathematical reflection problems across different levels of mathematical ability. Using a qualitative descriptive approach, data were collected from ninth-grade students through written tasks and interviews, with three participants representing high, medium, and low ability levels. The analysis focused on the stages of analogical reasoning: structuring, mapping, applying, and verifying based on Ruppert's model. The findings show apparent differences in students' reasoning processes. High-ability students demonstrated complete and systematic analogical reasoning across all stages and were able to justify their solutions logically. Medium-ability students demonstrated a partial understanding and relied mainly on procedural strategies, whereas low-ability students relied on intuitive visualization with limited mathematical justification. These differences suggest that creative thinking plays a crucial role in enhancing the completeness of analogical reasoning. The novelty of this study lies in its detailed analysis of how students with different mathematical ability levels progress through each stage of analogical reasoning when solving open-ended reflection problems. The results suggest that integrating analogical reasoning tasks into open-ended mathematics instruction can strengthen students' conceptual understanding and support the development of creative thinking.
The study examined students' mathematical reasoning skills in evaluating functions using GeoGebra in arithmetic sequence at senior high school Tia Rahmawati; Indaryanti
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 16 No. 3 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/bs3dxx40

Abstract

Mathematical reasoning ability remains relatively low, particularly in arithmetic sequence material that requires skills in recognizing patterns and evaluating functions. Therefore, it is necessary to apply the Inquiry-Based Learning method, assisted by GeoGebra, in the learning process. This study aims to describe students' mathematical reasoning abilities through Inquiry-Based Learning assisted by GeoGebra in evaluating arithmetic sequence functions in Grade XI of SMA Negeri 8 Palembang. The research employed a descriptive method with 28 students from Class XI.6 as subjects. Data were collected through a written test consisting of three essay questions based on mathematical reasoning indicators to measure students' ability to evaluate arithmetic sequence functions. Data analysis was conducted descriptively based on the indicators of students' mathematical reasoning abilities. The results showed that the average mathematical reasoning ability of students was in the good category, with a percentage of 68.9%. The distribution of students' abilities consisted of 39.29% (11 students) in the excellent category, 17.86% (5 students) in the good category, 39.29% (11 students) in the fair category, and 3.57% (1 student) in the poor category. Research findings indicate that the use of GeoGebra in inquiry-based learning supports students in understanding arithmetic sequences, evaluating functions, and determining the n-th term in a more structured and logical manner.
Argumentation ability of eighth-grade students on Pythagorean theorem material using Toulmin's argumentation model Lara Mutiara Pajra; Yusuf Hartono
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 17 No. 1 (2026): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/kp80ax74

Abstract

It is known that students' argumentation skills remain in the low category, and it is important for teachers to improve the teaching and learning process to foster their development. Before making improvements, it is necessary to assess each student's argumentation ability to determine appropriate steps to enhance the teaching and learning process, ensuring that every student's argumentation skills improve. Therefore, this study aims to describe students' argumentation skills on the Pythagorean Theorem using Toulmin's Argumentation Scheme (claim, data/grounds, warrant, backing, qualifier, rebuttal) among eighth-grade students in junior high school. The research employed a descriptive approach. The research subjects were four eighth-grade students, purposively selected from one class. Data were collected through: (1) contextual problem-solving tasks on the Pythagorean Theorem designed to elicit argument components, (2) argumentation worksheets based on Toulmin's scheme, (3) clinical interviews to explore students' reasoning, and (4) observation and document analysis. Data analysis was conducted through data reduction, display, and conclusion drawing, using coding techniques to identify the occurrence and quality of each Toulmin component, then grouping them into low, medium, and high argument quality categories. The results showed that one student had high argumentation ability, two had moderate, and one had low.
Procedural fluency of 10th-grade students on the spltv topic through discovery learning assisted by photomath Ennja Carolin; Yusuf Hartono; Septy Sari Yukans
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 16 No. 3 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/3s366k66

Abstract

Procedural fluency is a crucial component of mathematical proficiency, enabling students to solve problems accurately and efficiently. This study aimed to describe the procedural fluency of tenth-grade students in solving Three-Variable Linear Equation Systems (SPLTV) through Discovery Learning assisted by  Photomath. This study employed a descriptive qualitative approach, involving 39 tenth-grade students from a senior high school in Palembang. Three participants were selected as main participants based on their ability levels: high, moderate, and low. Data were collected through procedural fluency tests and interviews. The use of these two techniques provided a more comprehensive picture of students' procedural fluency. The results showed variation in students' procedural fluency levels. Students with high abilities were able to choose and utilise the appropriate solution procedures, apply the steps systematically, and modify or correct the procedures when they found inconsistencies in the results. Students in the moderate category can choose the correct method and attempt to recheck the solution results, but are not yet fully able to correct the errors found. Meanwhile, students with low abilities are not yet able to apply solution procedures, nor modify or correct procedures, even when errors occur in the solution.
Survival analysis of the recovery rate of typhoid fever using the Kaplan-Meier and Nelson-Aalen methods Tia Mutiara; Fibri Rakhmawati; Hendra Cipta
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 16 No. 3 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/g0k9vk23

Abstract

Typhoid fever remains a health problem with a high incidence in Indonesia. This study analyzes the recovery rate and identifies factors influencing the recovery of typhoid fever patients using the Kaplan-Meier, Nelson-Aalen, and Cox Proportional Hazard models. This quantitative study was based on data from 400 inpatients at Medan Haji General Hospital from January to December 2024. The variables studied included age, gender, type of antibiotic, and comorbidities. The results showed a median recovery time of five days, with a sharp decline after the fourth day. Patients without comorbidities had a higher chance of recovery, and comorbidities were shown to significantly influence the recovery rate (p < 0.001; HR = 1.626), while other variables were insignificant.
Building spatial skills in a fun way: Exploring cube learning through a joyful approach Ely Susanti; Salsabila Raisya Azwar
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 17 No. 1 (2026): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/3nb43e33

Abstract

Spatial ability is a crucial component of learning geometry, particularly with cube materials that require students to visualize three-dimensional objects, perform mental rotation, and understand relationships among faces. This study aims to describe students' spatial abilities through the implementation of Joyful Learning in class IX.3 of SMP Negeri 17 Palembang. The research employed a descriptive design with a final sample of 34 students. Instruments included a spatial ability test based on five indicators (perception, orientation, rotation, relation, and visualization) and in-depth interviews with representatives from high-, medium-, and low-ability groups. Data were analyzed using quantitative (percentage scores) and qualitative techniques (data reduction, display, and conclusion drawing). The results show that the average spatial ability was 71.3% (moderate). Stronger performance was observed in rotation, orientation, and visualization indicators. At the same time, weaknesses were noted in relation and perception, especially in determining the surface area of composite solids and understanding hidden cube structures. The implementation of Joyful Learning through exploration, group discussions, concrete media (cube nets), and educational games enhanced student engagement and participation. Overall, the implementation of Joyful Learning is associated with increased students' enthusiasm, participation, and spatial understanding, and effectively supports students' understanding of the relationship between two-dimensional and three-dimensional representations.
Comparison of Gauss Quadrature and Newton–Cotes methods of order 10 in definite integral calculations Mulyono; Bagus Sumargo; Muhammad Eka Suryana; Ratna Widyati
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 17 No. 1 (2026): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jdxqqz70

Abstract

This study aims to evaluate and compare the accuracy of the Gauss Quadrature Method and the 10th Order Newton–Cotes Method based on numerical error in computing definite integrals, especially for complex functions that are difficult to solve analytically. The Gauss Quadrature Method studied includes the use of 2-point, 3-point, 4-point, 5-point, and 6-point rules, where the term points refers to the number of nodes used in the integration process. In contrast, the 10th-order Newton–Cotes Method is used for comparison, based on a high-degree interpolation polynomial at equidistant points. The comparison of the two methods is based on the accuracy of the numerical results as the main criterion. In this study, Microsoft Excel is used as a tool for numerical calculations. The results show that the Gauss Quadrature Method with 6 points provides numerical integral results with the highest level of accuracy compared to the Gauss Quadrature Method with fewer points, but generally produces larger errors than the 10th Order Newton–Cotes Method. These results indicate that, for the cases considered in this study, the 10th-order Newton–Cotes method is more efficient and accurate for calculating definite integrals.
A Nonlinear mathematical model of student motivation dynamics with an empirical calibration framework and simulation analysis Radhiatul Husna; Angelina Zaskya Hulda; Indah Rahmadani; Miftahul Jannah; Muhammad Zikra; Najla Nafisa Arsy; Nanda Putra Kartama
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 17 No. 1 (2026): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/bzvenh27

Abstract

Student learning motivation is a dynamic construct that changes over time in response to support, academic pressure, and fatigue. However, many existing studies examine motivation only at a single point in time or rely on descriptive approaches, limiting their ability to quantify how motivation evolves. This study develops a nonlinear mathematical model of student motivation dynamics and links the model to an empirical calibration framework. The proposed model represents motivation as a bounded process influenced by support saturation, motivational decline, and nonlinear burnout effects. To reduce the analysis's hypothetical nature, the study outlines how repeated measurements of motivation, perceived support, and inhibiting factors can be used to estimate model parameters from longitudinal data. The framework is accompanied by scenario-based simulations under stable support, temporary academic stress, early intervention, delayed intervention, and high-burnout conditions. These scenarios are designed to generate substantive insight into recovery, intervention timing, and motivational vulnerability. The study offers a mathematically interpretable and educationally relevant framework for understanding student motivation over time and for guiding future data-informed intervention design.

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