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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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The effect of team assisted individualization on students' mathematical problem solving ability Dedek Lia; Astri Setyawati; Ummi Rosyidah
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/vzv8tv03

Abstract

Mathematical problem-solving ability is a critical competency in 21st-century education, yet many students at the junior secondary level continue to struggle with solving non-routine problems and applying systematic strategies. This study aims to examine the effect of the Team Assisted Individualization (TAI) cooperative learning model on students' mathematical problem-solving ability in a madrasah context, which remains underexplored in previous research. A quantitative approach with a quasi-experimental, non-equivalent control-group pretest-posttest design was employed. The sample consisted of 65 eighth-grade students divided into an experimental group (n=32) taught using the TAI model and a control group (n=33) taught using conventional instruction. Data were collected via a validated essay test based on Polya's four problem-solving indicators and analyzed using an independent-samples t-test, with effect size calculated using Cohen's d. The findings revealed that the TAI model significantly improved students' problem-solving skills (p < 0.001), with the experimental group substantially outperforming the control group and a very large effect size (Cohen's d = 1.94). These results position TAI as an effective instructional alternative for madrasah contexts, addressing the research gap in the implementation of cooperative learning in such settings. The study contributes practical insights for mathematics teachers seeking to enhance higher-order thinking skills and offers a foundation for further research on TAI's long-term impacts across diverse educational environments.
Designing hypothetical learning trajectory of geometry transformation using realistic mathematics education ZAHRA KOMAEDI; Putri Ayunia Rahmawati; Saskia Eva Aprilia; Gladis Audia Meyfika; Putri Claudia Maharani Saputro; Farida Nursyahidah
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/k93t5y86

Abstract

Geometric transformation is an important topic in mathematics that students must master. However, many students find it difficult to understand geometric transformations abstractly. Thus, the purpose of this research is to develop a learning trajectory that facilitates students' understanding of geometric transformations by using the context of Tayub Dance and GeoGebra media for ninth-grade students at junior high schools in Semarang. The approach applied is Realistic Mathematics Education (RME). This research used a validation study design within the Design Research method, with 3 stages: preliminary design, teaching experiment, and retrospective analysis. This research resulted in a Hypothetical Learning Trajectory (HLT) design which includes 4 activities, namely: (1) observing Tayub Dance videos to identify translational and reflective movements, (2) discovering the concept of translation through the representation of ngayang movement assisted by GeoGebra, (3) discovering the concepts of reflection and rotation through the exploration of ngleyang formation using GeoGebra's trace feature, and (4) discovering the concept of dilation through the change in gobyok formation from a small to a large circle. Based on this series of activities, this hypothetical learning trajectory has the potential to foster students' creative thinking skills.
Long-run dynamics and error correction mechanism of inflation in Indonesia: a vector error correction model approach Nurul Dita Desyfitri; Swasono Rahardjo
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/khyqts79

Abstract

This study examines the impact of BI Rate fluctuations and exchange rate movements on inflation stability in Indonesia from August 2016 to August 2025. The Vector Error Correction Model (VECM) maps long-term, short-term, and dynamic responses among variables. VECM estimations reveal a significant long-term equilibrium with an Exchange Rate coefficient of 1.9314 and a BI Rate coefficient of -0.0917. These findings highlight a high exchange rate pass-through, in which price stability is more sensitive to currency fluctuations than to interest rate policy. Variance Decomposition analysis confirms substantial inflation inertia, dominated by a self-shock of 97.16%. Meanwhile, the insignificant Error Correction Term (ECT) of -0.0554 suggests a slow adjustment mechanism toward equilibrium. Consequently, monetary authorities are advised to prioritize exchange rate stability and public expectation management to mitigate structural price pressures.
Modeling the frequency of traffic accident compensation claims by jasa raharja using the GSTARX model Auliya Hasna Rahadatul &#039;Aisy; Swasono Rahardjo
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: 10.26877/3v0x5p12

Abstract

Fluctuations in traffic accident frequency increase PT Jasa Raharja's exposure to claims and financial risks, while total compensation claims are stochastic because they are influenced by incident frequency and accident severity. Although the Generalized Space-Time Autoregressive with Exogenous Variable (GSTARX) model has been widely used to model spatial-temporal data, its application remains primarily in macroeconomics, simulation studies, and non-insurance phenomena. Hence, its application to model the frequency of traffic accident compensation claims, influenced by spatio-temporal relationships and external factors such as calendar variations, remains relatively limited. Therefore, this study aims to model and forecast the frequency of traffic accident compensation claims in four police districts, namely Batu Police District, Malang City Police District, Malang Police District, and Pasuruan Police District, for the period 2020-2024 using the GSTARX model. The data used are monthly secondary data from PT Jasa Raharja Malang Branch, with exogenous variables in the form of calendar variables. The analysis was conducted through data characteristic identification, stationarity testing, spatial-temporal correlation analysis using the Cross Correlation Function (CCF), model identification, location-weight determination, parameter estimation using Seemingly Unrelated Regression (SUR), and forecasting and model accuracy evaluation. The results of the study show that the GSTARX(2,1)(0,0,0) model with CCF(0)-based neighborhood location weights and cross-correlation normalization location weights produces relatively identical forecasting performance.
Mathematical problem solving ability through teams games tournament assisted by gimkit based on mathematical resilience Cantika Hanif Khoirunnisa; Mashuri
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/j9c9rc95

Abstract

Mathematics is a universal science that underlies the development of modern technology and plays an important role in advancing human thinking. One essential ability for students is mathematical problem-solving ability. However, In reality, Indonesian students' mathematical problem-solving ability is still considered low, partly due to the implementation of less effective teaching approaches. Therefore, innovation is needed through the implementation of the Teams Games Tournament (TGT) learning model assisted by Gimkit. This study aims to: (1) examine the effectiveness of the Gimkit-assisted TGT model on students' mathematical problem-solving ability; and (2) describe students' problem-solving ability in terms of their mathematical resilience. This study employed a mixed-methods approach. The quantitative phase used a true experimental design with a posttest-only control design involving 33 students in the experimental group and 30 students in the control group. Quantitative data were analyzed using the Wilcoxon test for average completeness, the binomial test for classical completeness, the Mann–Whitney test for differences between two groups, and the chi-square test for proportional analysis. Meanwhile, qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The results show that: (1) the Gimkit-assisted TGT model is effective in improving students' mathematical problem-solving ability; and (2) students with high mathematical resilience are able to meet all problem-solving indicators (understanding problems, planning, implementing strategies, and reviewing results), students with moderate resilience fulfill most indicators but are less optimal in reviewing results, while students with low resilience only fulfill the indicator of understanding problems.
Development of contextual learning-based mathematics teaching modules on rational number materials Ike_jn; Choirudin; M. Saidun Anwar
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: 10.26877/3n3tk460

Abstract

This research aims to develop a mathematics teaching module on rational number material for grade VII junior high school students that is valid, practical, and effective. This research is motivated by students' limited understanding of rational numbers and by the limitations of teaching materials that fail to connect the material to real-life contexts systematically. The research gap lies in the limited development of contextual modules that not only focus on validity and practicality but also comprehensively test effectiveness through statistical analysis. The novelty of this research lies in the development of a teaching module that integrates real-life contexts into each learning component in a structured manner and is equipped with an effectiveness analysis using statistical tests and N-Gain. The method used is research and development (R&D) with a 4D model, which includes the define, design, develop, and disseminate stages. The research subjects consisted of expert validators, teachers, and 23 grade VII junior high school students. The results of the study showed that the teaching module had an eligibility level of 76% (material experts) and 80% (media experts) with the feasible category, a practicality level of 90% (teachers) and 77.78% (students) with the very practical and practical category, and effectively improved student learning outcomes with an N-Gain value of 0.47 (medium category). Thus, this context-based teaching module is suitable as an alternative teaching material to improve students' understanding of rational numbers.
Students' errors in solving ethnomathematics word problems using the newman procedure: A perspective from learning styles Hafizha Zulfa Rohalia; Lukman Harun; Sugiyanti
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/a3vyxx39

Abstract

Some students had difficulty solving ethnomathematics word problems, indicating the need for further research to address this issue. This study aims to identify the types of errors made and the factors causing them. It applies Newman's Error Analysis, which includes reading errors, comprehension errors, transformation errors, process skill errors, and writing errors in the final answer. It incorporates the role of ethnomathematics as an innovation in contextual learning that introduces Indonesian culture to students. This study uses a qualitative method with six eighth-grade students as research subjects. Data were collected through learning-style questionnaires, ethnomathematics story problem tests, and interviews. Subjects were selected using purposive sampling, and data analysis employed the Miles and Huberman model. The results of the study showed that students with a visual learning style made comprehension errors and errors in writing the final answer, students with an auditory learning style made comprehension errors, process skill errors, and errors in writing the final answer, and students with a kinesthetic learning style made comprehension errors and errors in writing the final answer. Factors contributing to errors among students with visual, auditory, and kinesthetic learning styles include a lack of attention to detail when processing information, rushing through tasks, and the carryover of errors from previous stages.
Identifying key determinants of students' mathematics achievement using lasso regression Dewi Wulandari; Aurora Nur Aini; Rianti Siswi Utami; Agnita Siska Pramasdyahsari
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/ncz1wh42

Abstract

Cognitive, socioeconomic, and instructional factors influence students' mathematics achievement. However, modeling these determinants becomes challenging when the number of predictors is relatively large compared to the available sample size, potentially leading to unstable estimates in conventional regression models. This study aims to identify key determinants of students' mathematics achievement using the Least Absolute Shrinkage and Selection Operator (LASSO) regression approach and to construct a parsimonious predictive model. The study employed a quantitative design involving 50 second-grade students from SMA Negeri 1 Subah, Batang, Central Java, Indonesia. Predictor variables included intelligence quotient (IQ), tutoring participation, parental income, parental educational background, study duration, teacher characteristics, and gender. Categorical predictors were converted to dummy variables, and all predictors were standardized before analysis. The optimal regularization parameter was determined using -fold cross-validation, and model performance was evaluated using Root Mean Square Error (RMSE), Mean Absolute Error (MAE), and coefficient of determination . The LASSO results indicate that only three predictors retain non-zero coefficients: IQ (  = 3.134), tutoring participation (  = 6.675), and parental income (  = 1.299). The resulting model achieves RMSE = 9.55, MAE = 8.23, and  = 0.061, suggesting limited explanatory power but improved model parsimony and interpretability. Coefficient stability analysis further shows that IQ is a relatively robust predictor, while tutoring effects exhibit higher variability across cross-validation folds. These findings highlight the importance of cognitive ability and supplementary academic support in shaping mathematics achievement, while also indicating that many relevant behavioral and environmental determinants remain unobserved. Methodologically, the study demonstrates the usefulness of regularized regression in handling small-sample multivariable educational data and producing interpretable sparse models. Future research should incorporate richer behavioral variables and explore nonlinear machine learning approaches to improve predictive performance.
Effect of experiential learning on students' conceptual understanding and collaborative skills in linear equation systems Adilla Desy Rizbudiani; Nanda Kusuma Wardhani; Arifiana Tri Wulandari
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 17 No. 2 (2026): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/2djdzk74

Abstract

This study addresses the need for instructional approaches that integrate conceptual understanding with collaborative competencies in 21st-century education. Specifically, it examines the effects of experiential learning on students' conceptual understanding and collaborative skills concerning Systems of Linear Equations in Two Variables (SLETV). A quasi-experimental nonequivalent control group design was employed, involving 64 ninth-grade students divided equally into a control group (n = 32) and an experimental group (n = 32). Data were collected using a conceptual understanding test and a collaborative skills questionnaire, both of which demonstrated acceptable validity and reliability. Data analysis included independent-samples t-tests, paired-samples t-tests, and multivariate analysis of variance (MANOVA). The results indicated significant differences between the groups, with the experimental group exhibiting higher posttest scores in both conceptual understanding and collaborative skills. Furthermore, MANOVA confirmed a significant multivariate effect (Wilks' Lambda = 0.751, F = 10.090, p < 0.001), showing substantial improvements in both conceptual understanding (F = 19.766, p < 0.001) and collaborative skills (F = 4.408, p = 0.040). Ultimately, students who engaged in experiential learning outperformed their peers receiving conventional instruction. These findings highlight the efficacy of experiential learning in simultaneously fostering mathematical comprehension and collaborative competencies in junior high school mathematics.
Contextual statistics teaching materials integrating numeracy and health literacy in stunting Dinda Dinda; Puji Rahayu
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 17 No. 2 (2026): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ep02rr93

Abstract

Statistics learning in higher education requires learning materials that connect statistical concepts with authentic quantitative and health-related contexts. However, conventional materials often emphasize statistical procedures without sufficiently integrating numeracy and health literacy. This study aimed to develop contextual statistics teaching materials that integrate numeracy and health literacy using authentic stunting data and a Contextual Teaching and Learning (CTL) framework. The study used the Research and Development (R&D) method based on the first three stages of the ADDIE model: Analyze, Design, and Develop. Product validation was conducted by five experts, consisting of three statisticians and two linguists, using a 4-point Likert scale, with a feasibility threshold of  ≥75%. The development results in four main modules: the z-score concept and WHO growth standards; descriptive analysis of anthropometric data; comparison and correlation of stunting risk factors; and interpretation and communication of health data. All modules use authentic data from the Indonesian Nutritional Status Survey (SSGI) and the Community-Based Nutrition Recording and Reporting System (PPGBM) and systematically integrate the seven CTL components. The validation results showed scores of 91.2% for content, 88.7% for presentation, and 93.1% for language, indicating very good validity. The overall mean validity score was 91.2%. The developed contextual statistics teaching materials provide a theoretically valid prototype that integrates statistical learning with numeracy and health literacy through authentic stunting data. However, because field implementation has not yet been conducted, the findings do not establish the materials' readability, practicality, or effectiveness in improving students' literacy or their health data interpretation skills. Further research should examine these aspects through student trials and classroom implementation.

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