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AKSIOMA: Jurnal Program Studi Pendidikan Matematika

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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 IslÄmic 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.

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Search results for , issue "Vol 11, No 3 (2022)" : 78 Documents clear

DEFRAGMENTİNG STUDENTS' THİNKİNG STRUCTURE İN SOLVİNG MATHEMATİCAL ARGUMENTS Nonik Indrawatiningsih; Andika Setyo Budi Lestari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The structure of thinking is a representation of the thought process in the form of a problem-solving flow that is carried out by a person when he resolves a problem. many students make mistakes in solving problems. One way that can be done to overcome these errors is to defragment the structure of thought. This study aims to describe the students’ erroneous thinking structure in solving mathematical argument and the defragmenting efforts. The students of 10th Grade of high school in Pasuruan, East Java, Indonesia, were involved as research subjects. They were selected based on three criteria, namely low, moderate and high level of procedural error. The activity of ‘think out loud’ was used to observe the errors made by students in solving mathematical argument. The data obtained from this activity were codified and later used as a basis to perform the defragmenting process. Based on the findings of this study, it can be concluded that procedural errors in solving mathematical argument are in the form of error in determining the value of x from an equation, modeling an argument, and proving a valid argument. Defragmenting was done using scaffolding approach to improve students' thinking structure in solving mathematical problems

MATHEMATICAL LATERAL THINKING OBSTACLES IN SOLVING GEOMETRIC PROBLEMS BASED ON BRAIN DOMINANCE Lukman Jakfar Shodiq; Dwi Juniati; Susanah Susanah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Creative thinking was characterized by the emergence of new ideas which was an important skill for students. Lateral thinking was one way to grow new ideas. Generally, related research was carried out to see the thinking process and its level only with the results of the majority of low levels (especially in geometry problems), so further research was needed to find out what were the obstacles. This study aims to find mathematical lateral thinking barriers based on brain dominance. This research was a qualitative research with a case study approach. The instruments were a brain dominance test, creativity questions, and geometry questions for lateral thinking. Triangulation of data collection techniques was carried out To ensure data validity. Obtained two main subjects LCS and RCS. Analysis of subjects' answers, interview and observations transcripts were carried out by coding the inhibiting factors then analyzed by Toulmin's arguments analysis. We findings that left-brain dominant student experience ontogenic barriers in finding something new caused bounded by concepts and right-brain dominant student experience epistemological barriers in finding different ways cause bounded by context. Further research was needed with students who have high mathematical abilities and creativity to find out how to overcome lateral thinking obstacles.

INVESTIGATING MATHEMATICS ACHIEVEMENT: AN ANALYSIS OF EFFECT SELF-EFFICACY REGARDING DIFFERENCE GENDER OF CUT SCORES IIK NURHIKMAYATI; DADANG JUANDI
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Mathematics learning achievement is influenced by the determination of minimum completeness criteria or cut scores which are the limits of student learning mastery scores as a measure of the achievement of the specified competencies. The cut score becomes a reference for teachers and students in achieving learning outcomes. This study aims to determine how students' chances of learning achievement are influenced by their self-efficacy and gender differences based on the set cut score. This is qualitative research using statistical analysis of a linear log model. This study describes systematically the analysis of the relationship between self-efficacy and mathematics learning outcomes based on gender differences with the best model offered by the results of the linear log statistical test. The subjects of this study were 192 junior high school students in Majalengka Regency, West Java, Indonesia. The selection of research subjects was carried out using a purposive sampling technique based on the research objectives in the form of the diversity of self-efficacy and student gender. All variables in this study are categorical variables classified based on the variable type and arranged in a contingency table. The results showed that the conditional association model was suitable for use in this research case with two interactions that occurred, namely (1) gender with learning outcomes in mathematics and (2) self-efficacy with learning outcomes in mathematics. Based on the analysis of the model obtained, three probability values can be concluded in general, namely: (1) the chances of female students having mastery in learning mathematics are greater than male students; (2) the chances of students with high self-efficacy are 3.99 times greater in getting mastery in learning mathematics, and (3) the chances of students with moderate self-efficacy are 2.06 times greater in getting mastery in learning mathematics.

PENGARUH KEMAMPUAN VERBAL DAN KEMAMPUAN NUMERIK TERHADAP KEMAMPUAN LITERASI MATEMATIS Novita Karinta Riani; Asmaul Husna; Yesi Gusmania
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Kemampuan verbal, kemampuan numerik dan kemampuan literasi matematis merupakan kemampuan yang harus dikuasai siswa. Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan verbal dan kemampuan numerik terhadap kemampuan literasi matematis siswa. Penelitian ini merupakan penelitian korelasi dengan pendekatan kuantitatif. Populasi penelitian ini adalah seluruh siswa kelas V SD Negeri 011 Nongsa yang berjumlah 118 siswa. Teknik pengambilan sampel yang digunakan adalah teknik Sampling Jenuh. Data yang dikumpulkan menggunakan alat tes pilihan ganda telah diperiksa validitas dan reliabilitasnya. Untuk tes kemampuan verbal diperoleh 10 item valid dengan reliabilitas sebesar 0,805, tes kemampuan numerik diperoleh 7 item valid dengan reliabilitas sebesar 0,748, dan tes kemampuan literasi matematis diperoleh 7 item valid dengan reliabilitas sebesar 0,753. Uji prasyarat meliputi uji normalitas, linieritas, heteroskedastisitas, multikolinearitas dan autokorelasi. Hasil penelitian ini menunjukkan bahwa: (1)terdapat pengaruh antara kemampuan verbal dengan kemampuan literasi matematis terlihat dari nilai signifikansi kemampuan verbal (0,007) < taraf signifikansi (0,05). (2)terdapat pengaruh antara kemampuan numerik dengan kemampuan literasi matematis terlihat dari nilai signifikansi kemampuan numerik (0,002) < taraf signifikansi (0,05). (3)terdapat pengaruh secara bersama–sama antara kemampuan verbal dan kemampuan numerik dengan kemampuan literasi matematis terlihat dari nilai signifikansi (0,000) < taraf signifikansi (0,05).

PROFIL KEMAMPUAN LITERASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL HIGH ORDER THINKING SKILL Hanafi Sandra Kurniawan; Rita Pramujiyanti Khotimah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematis siswa dalam menyelesaikan soal berorientasi high order thinking skill. Kemampuan literasi yang digunakan meliputi enam komponen yaitu: 1) komunikasi, 2) matematisasi, 3) representasi, 4) strategi untuk memecahkan masalah, 5) penggunaan operasi dan bahasa simbol, bahsasa formal, dan bahasa teknis, dan 6) penalaran dan pemberian alasan. Penelitian ini merupakan penelitian deskriptif kualitatif. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah tes kemampuan literasi matematis, wawancara, dan dokumentasi. Subjek penelitian ini adalah tiga siswa kelas X SMA Batik 2 Surakarta yang dipilih berdasarkan kategorisasi tinggi, sedang, dan rendah. Teknik analisis data meliputi reduksi data, penyajian, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi teknik. Hasil dari penelitian menunjukan siswa dengan literasi tinggi mampu menguasai keenam kemampuan indikator literasi matematis pada ketiga soal. Siswa dengan tingkat literasi sedang mampu menguasai semua indikator pada soal pertama, sedangkan hanya mampu menguasai empat kemampuan literasi matematis pada soal nomer dua dan hanya menguasai indikator kemampuan komunikasi pada soal nomer tiga. Sedangkan siswa dengan tingkat literasi rendah mampu menguasai tiga indikator pada soal pertama, namun pada soal kedua dan ketiga hanya memiliki kemampuan komunikasi saja.This study aims to describe students' mathematical literacy skills in solving high order thinking skill. The literacy skills used include six components, namely: 1) communication, 2) mathematical, 3) representation, 4) strategies for solving problems, 5) the use of operations and symbol language, formal language, and technical language, and 6) reasoning and giving reasons. This research is a qualitative descriptive study. The data collection technique used in this research is a mathematical literacy test, interviews, and documentation. The subjects of this study were three grade X students of SMA Batik 2 Surakarta who were selected based on high, medium, and low scores. Data analysis techniques include data reduction, presentation, and drawing conclusions. Test the validity of the data using triangulation techniques. The results of the study show that students with high literacy are able to master the six abilities of the mathematical literacy indicators on the three questions. Students with moderate literacy levels are able to master all indicators in the first question, while only being able to master four mathematical literacy skills in question number two and only master communication skills indicators in question number three. While students with low literacy levels are able to master the three indicators in the first question, but in the second and third questions only have communication skills.

ANALISIS KEMAMPUAN PENALARAN MATEMATIS DALAM MENYELESAIKAN SOAL LITERASI MATEMATIKA DITINJAU DARI GAYA KOGNITIF SISWA Sumardi Sumardi; Indah Amalia
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The purpose of this research is to describe the mathematical reasoning ability possessed by students have to solve mathematical literacy problems in a cognitive style. This research is a qualitative research with a descriptive research design. The data collection techniques used are written tests and interviews. The validity of the data used is technical triangulation. Data analysis in this study is to reduce data, present data, and draw a conclusion. The instruments involved are the GEFT test to categorize students' cognitive styles that will be used in determining research subjects, a written test with mathematical literacy questions for SPLDV material and interview guidelines. The subjects used are 4 students in the field dependent and the field independent cognitive style. The results of this study indicate that FD students are less likely to make assumptions, formulate and provide reasons for solutions. But in terms of manipulating mathematics able to do well. In addition, in drawing conclusions and checking the validity of FD students, they were unable to do so. Meanwhile, FI students are able to make conjectures, manipulate mathematically, draw conclusions from statements and check the validity of an argument. However, in terms of drawing conclusions, compiling and giving reasons for solutions, FI students are less able to do so. So it can be concluded that the mathematical reasoning ability of FD students is lower than that of FI students.

MODIFIKASI PERMAINAN CAKLINGKING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP BERHITUNG SISWA Risnina Wafiqoh; Feri Ardiansah; Fitri Anisa; Selvy Zananti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Kemampuan pemahaman konsep berhitung siswa di salah satu sekolah dasar di Kota Pangkalpinang masih tergolong rendah. Penelitian ini dilakukan dengan tujuan meningkatkan kemampuan pemahaman konsep berhitung siswa melalui diterapkannya permainan caklingking. Penelitian menggunakan pendekatan penelitian kuantitatif dengan metode eksperimen desain eksperimental semu berjenis the nonequivalent control gorup desain. Penelitian dilakukan di salah satu sekolah dasar di Kota Pangkalpinang dengan melibatkan siswa kelas 1A yang dijadikan sampel kelas kontrol dan siswa kelas 1B yang dijadikan sampel kelas eksperimen masing-masing sebanyak 27 siswa. Analisis data dilakukan secara kuantitatif dengan melibatkan uji normalitas baik kelas kontrol maupun kelas eksperimen nilai signifikansi yang dihasilkan dengan menggunakan uji kolmogorof smirnof melalui SPSS IBM 26 adalah 0,000 sehingga dihasilkan data yang tidak normal bagi kedua kelas tersebut. Uji homogenitas sebagai prasyarat juga telah dilakukan dengan menggunakan uji levene menghasilkan nilai signifikansi sebesar 0,109. Uji yang dilakukan untuk menjawab hipotesis adalah uji U-Mann Whitney menghasilkan nilai signifikansi 0,049. Penelitian menghasilkan bahwa modifikasi permainan Caklingking dapat meningkatkan kemampuan pemahaman konsep berhitung siswa The ability to understand the concept of numeracy in one of the elementary schools in Pangkalpinang City is still relatively low. This research was conducted to improve students' understanding of numeracy concepts by applying the caklingking game. The study used a quantitative research approach with experimental methods of quasi-experimental design of the nonequivalent control group design. The study was conducted in one of the elementary schools in Pangkalpinang City, involving 27 students of class 1A, the control class sample, and 27 students of class 1B as the experimental class sample. Data analysis was carried out quantitatively using normality tests for control and experimental classes. The significance value generated using the Kolmogorov Smirnoff test through the SPSS IBM 26 was 0.000, resulting in abnormal data for both classes. The Homogeneity test as a prerequisite has also been carried out using the Levene test resulting in a significance value of 0.109. The test carried out to answer the hypothesis is the U-Mann Whitney test, which produces a significance value of 0.049. The research shows that modifying the Caklingking game can improve students' understanding of numeracy concepts.

KEMAMPUAN LITERASI MATEMATIKA SISWA SEKOLAH DASAR PADA PEMECAHAN MASALAH SOAL CERITA Ciptianingsari Ayu Vitantri; Tomy Syafrudin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Literasi matematika perlu untuk dikembangkan sejak pendidikan dasar. Hal ini penting untuk memastikan bahwa generasi mendatang siap dalam memecahkan masalah di semua aspek kehidupan. Namun pada kenyataannya kemampuan literasi siswa belum sesuai harapan. Mendeskripsikan kemampuan literasi matematika siswa sekolah dasar dalam pemecahan masalah merupakan tujuan penelitian ini. Masalah yang dimaksud berupa soal cerita pada materi pecahan pokok bahasan taksiran. Penelitian ini termasuk deskriptif kualitatif dengan 20 siswa kelas IV SDN Plabuhan 1 sebagai subjek penelitian. Soal tes literasi matematika serta pedoman wawancara merupakan instrumen dalam penelitian ini, dengan peneliti sebagai instrumen utama. Analisis data dalam penelitian dilakukan dengan tahapan reduksi, display serta verifikasi. Berdasarkan hasil penelitian diketahui bahwa kemampuan literasi matematika siswa kelas IV SDN Plabuhan 1 dalam pemecahan masalah soal cerita masih rendah yang ditunjukkan dengan 67% siswa belum mampu dalam mengidentifikasi permasalahan dan merumuskan penyelesaian dengan baik, 89% siswa belum mampu menggunakan prosedur atau konsep matematika dalam menyelesaikan permasalahan secara tepat dan sistematis dan 67% siswa belum mampu dalam menjelaskan penyelesaian dan menafsirkan kesimpulan.Mathematical literacy needs to be developed since elementary education. This is important to ensure that future generations are ready to solve , problems in all aspects of life. However, in reality, students' literacy skills have not met expectations. Describing the mathematical literacy ability of elementary school students in problem solving is the aim of this study. The problem in question is in the form of story questions on the subject matter of the estimated fraction. This research is a qualitative descriptive type with 18 4th grade students at SDN Plabuhan 1 as the research subjects. Mathematical literacy test questions and interview guidelines are instruments in this study, with the researcher as the main instrument. , Data analysis was carried out with the stages of reduction, , display and verification. The results showed that the mathematical literacy ability of fourth graders at SDN Plabuhan 1 in solving story problems was still low, which was indicated by 67% of students not being able to identify problems and formulate solutions properly, 89% of students had not been able to use mathematical concepts or procedures in solving problems accurately and systematically and 67% of students have ,not been able to explain the completion and interpret conclusions.

AN EXPLORATION STUDENT’S ERRORS IN SOLVING TRIGONOMETRIC RATIO PROBLEMS WITH ITS SCAFFOLDING Nurdiyah Kurniati; Suhendra Suhendra; Nanang Priatna; Sufyani Prabawanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Trigonometry is an essential topic in learning mathematics, but in fact there are still identified student errors in solving trigonometry problems. Based on these problems, this study aims to describe students' errors in solving trigonometric problems, especially on the topic of trigonometric ratios and its scaffolding. This study uses a qualitative method with a case study approach. Collecting data through observation, tests and interviews. The subjects of this study were 35 students of class X in one of the senior high schools in Kutai Kartanegara Regency, East Kalimantan. The results of this study are that there are seven types of errors made by students in solving trigonometric ratio problems, namely: (1) error in understanding the concepts; (2) error in setting operation; (3) error in performing calculation; (4) error in applying the principle; (5) error in writing algorithm; (6) random response; and (7) error in drawing. Based on the results of these studies, it can be concluded that the forms of scaffolding that can be given are:explaining, reviewing, restructuring,and developing conceptual thinking. Trigonometri merupakan materi yang esensial dalam pembelajaran matematika, namun pada faktanya masih terdapat kesalahan-kesalahan siswa yang teridentifikasi dalam menyelesaikan masalah trigonometri. Berdasarkan permasalahan tersebut, penelitian ini bertujuan untuk mendeskripsikan kesalahan-kesalahan siswa dalam menyelesaikan masalah trigonometri khususnya pada topik rasio trigonometri beserta scaffoldingnya. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Pengumpulan data melalui observasi, tes dan wawancara. Subjek penelitian ini adalah 35 siswa kelas X di salah satu SMAN di Kabupaten Kutai Kartanegara, Kalimantan Timur. Hasil penelitian ini yakni terdapat tujuh jenis kesalahan yang dilakukan siswa dalam menyelesaikan masalah rasio trigonometri, yaitu: (1) kesalahan dalam memahami konsep; (2) kesalahan dalam menetapkan operasi; (3) kesalahan dalam melakukan perhitungan; (4) kesalahan dalam menerapkan prinsip; (5) kesalahan dalam menuliskan algoritma; (6) jawaban sembarang; dan (7) kesalahan dalam menggambar. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa bentuk scaffolding yang dapat diberikan yaitu explaining, reviewing, restructuring, dan developing conceptual thinking.

PENGGUNAAN MODEL ELICTING ACTIVITIES (MEAs) DALAM MENINGKATKAN HASIL BELAJAR DITINJAU DARI SELF CONFIDENCE PADA MATERI ARITMATIKA Maria Fatima Mei; Maria Trisna Sero Wondo; Stefania Baptis Seto; Konstantinus Denny Pareira Meke
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The low learning outcomes and self-confidence of students in making mathematical models based on story problems are caused by the lack of precise learning models used by teachers. The purpose of this study was to determine the effectiveness of MEAs on learning outcomes and self-confidence in grade VII students of SMPK St. Maria Goreti Ende. This research is a quasi-experimental research sample of 20 students of class VII SMPK St. The randomly selected Maria Gorety Ende. The instrument used in this study is a test of learning outcomes and self-confidence. Data collection techniques were carried out using tests and questionnaires. Data analysis was done descriptively and inferentially. The results of the study concluded that the learning outcomes test obtained a significant value of 0.000, which means that the p-value <0.005 and for self-confidence 0.000, it means the p-value <0.005, so a decision can be taken that Ho is rejected, which means that there are differences between the pre-test and post-test. test test of student learning outcomes and self-confidence before and after the use of the eliciting activities model. Therefore, it can be concluded that for the VII students of SMPK St. Maria Gorety after using the eliciting activities model, the learning outcomes and self-confidence became better than before using the eliciting activities model.

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