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AKSIOMA: Jurnal Program Studi Pendidikan Matematika
Published by Universitas Muhammadiyah Metro
ISSN : 20898703     EISSN : 24425419     DOI : -
Core Subject : Education,
Education Mathematics
AKSIOMA JOURNAL, e-ISSN: 2442-5419, p-ISSN: 2089-8703 is an information container has scientific articles in the form of research, the study of literature, ideas, application of the theory, the study of critical analysis, and Islāmic studies in the field of science Mathematics Education. AKSIOMA JOURNAL published two times a year, the period from January to June and July to December, published by the Scientific Publication Unit FKIP University of Muhammadiyah Metro.
Arjuna Subject : -
Articles 83 Documents
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Search results for , issue "Vol 10, No 4 (2021)" : 83 Documents clear
PENGARUH MODEL CREATIVE PROBLEM SOLVING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI MOTIVASI BELAJAR SISWA Neni Neni; Syaiful Syaiful; Maison Maison
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (535.851 KB) | DOI: 10.24127/ajpm.v10i4.4143

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran creative problem solving (CPS) terhadap kemampuan  pemecahan masalah matematis siswa, dan pengaruh motivasi belajar terhadap kemampuan pemecahan masalah matematis siswa. Penelitian ini merupakan penelitian eksperimen yang menggunakan posttest only control design. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 5 Kota Jambi tahun ajaran 2021/2022 sebanyak 325 siswa dan terbagi menjadi 11 kelas. Dalam penelitian ini, sampel yang digunakan adalah sebanyak 66 siswa yang terbagi menjadi dua kelas (kelas eksperimen I dan kelas kontrol). Sampel di tentukan dengan teknik Random Sampling. Instrumen yang digunakan dalam penelitian ini merupakan angket motivasi belajar dan tes pemecahan masalah matematis. Data yang diperoleh dianalisis menggunakan uji ANOVA dua jalur. Hasil penelitian ini yaitu Model pembelajaran CPS lebih efektif mempengaruhi kemampuan pemecahan masalah dibandingkan model pembelajaran konvensional, serta Motivasi belajar tinggi dan sedang lebih efektif mempengaruhi kemampuan pemecahan masalah dibandingkan motivasi rendah.Kata kunci: Model pembelajaran CPS, Pemecahan masalah matematis, Motivasi belajar
EFEKTIVITAS MODEL PEMBELAJARAN INQUIRY DENGAN METODE JIGSAW TERHADAP HASIL BELAJAR ASSESMENT PEMBELAJARAN MATEMATIKA Stefania Baptis Seto; Maria Fatima Mei; Gregorius Taga
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.103 KB) | DOI: 10.24127/ajpm.v10i4.4315

Abstract

The purpose of this study is to find out the influence of the use of inquiry learning models with jigsaw methods on the learning outcomes of mathematics learning assessment subjects of mathematics education study programs of the University of Flores. The research methods used in this research are quantitative with quasi experiment design. The population in this study were all students of the 6th semester of the University of Flores mathematics education study program that programed the mathematics learning assessment course. The sample in the study was 72 students divided into two classes including a 20-student experimental class) and a control class (16 students). The test instrument used in this study is a description test of 5 questions. The results of the study obtained that the value of 0.000 < 0.05 so that there was a significant difference with a probability of 0.05 in the results of the assessment of mathematics learning courses between students in experimental classes and students in control classes. Mathematics learning assessment courses are guided by guided inquiry learning models combined with jigsaw methods empirically proven to improve student learning outcomes in mathematics learning assessment courses.
REFLEKSI PEMBELAJARAN BERBASIS DIDACTICAL DESIGN RESEARCH SEBAGAI UPAYA PENGEMBANGAN PROFESIONAL GURU PAUD Vici Suciawati; Mohamad Gilar Jatisunda; Dede Salim Nahdi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (667.424 KB) | DOI: 10.24127/ajpm.v10i4.4005

Abstract

AbstrakKompetensi professional guru pendidikan anak usia dini menjadi salah satu faktor penting untuk memprediksi dan meningkatkan kualitas pembelajaran, melalui pengembangan professional guru Pendidikan anak usia dini diharapkan pengetahuannya tetap terjaga dan bahkan meningkat, sebagai modal mengajarkannya kembali. Tujuan dari penelitian ini untuk mendeskripsikan proses refleksi pembelajaran berbasis didactical design research sebagai upaya pengembangan profesional. Metode penelitian menggunakan kualitatif dengan desain fenomenologi. Partisipan dipilih secara purposive sampling pada penelitian ini adalah satu orang guru pendidikan anak usia dini. Pengumpulan data menggabungkan data dari observasi, wawancara dan focus group discussion. Teknik analisis data yang digunakan adalah Interpretative Phenomenological Analysis (IPA). Hasil penelitian menunjukan bahwa learning obstacles yang di hadapi oleh siswa berdasarkan hasil analisis guru mengarah pada epistemological obstacle. Guru memaknai konsep segitiga sebagai bentuk bangun datar yang memiliki tiga sisi dan persegi merupakan bangun datar yang memiliki empat sisi. Guru membuat hypothetical learning Trajectory berdasarkan hasil analisis yaitu learning obstacles dan concept image.Kata kunci: Didactical design research; Guru pendidikan anak usia dini; Pengembangan professional; Abstract[H1] [gj2]  The competence of early childhood education teachers is one of the essential factors to predict and improve the quality of learning. Through the development of early childhood professional teachers, it is hoped that their knowledge will be maintained and even increased to re-teach them. The purpose of this study is to describe the process of reflection on didactic design-based learning as a professional development effort. The research method uses a qualitative phenomenological design. The participant selected by purposive sampling in this study was one early childhood, education teacher. Data collection combines data from observations, interviews, and focus group discussions. The data analysis technique used is Interpretative Phenomenological Analysis (IPA). The results showed that the learning barriers faced by students based on the results of the teacher's analysis led to epistemological barriers. The teacher interprets the concept of a triangle as a flat shape with three sides, and a square is a flat shape with four sides. The teacher hypothesizes a learning trajectory based on the analysis results, namely learning obstacles and concept images.Keywords: Didactical design research; Early childhood education teachers; Professional development

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