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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.
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STUDENTS' MATHEMATICAL CONNECTION ABILITY IN SOLVING PROBLEMS Timbul Yuwono; Tatik Retno Murniasih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.3500

Abstract

The purpose of this study is to describe high, mid, and low mathematical abilities in solving mathematics problems of grade VII SMP PGRI 06 Malang in the 2019/2020 academic year. Data analysis techniques were carried out from the results of mathematical connection tests, problem solving tests and interview instruments. The research subjects were 22 students. Researchers took 3 subjects representing high, mid, and low ability students. Researchers used instruments of problem-solving tests and interview guides. Finally, the research concludes that high-ability students do all activities in the indicators of mathematical connection ability in solving problems; mid-ability students do not do all the activities in the indicator of mathematical connection ability in solving problems; Students with low mathematical abilities do not do all activities in the indicator of mathematical connection ability in solving problems.Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan matematika tinggi, sedang dan rendah dalam menyelesaikan masalah matematika siswa kelas VII SMP PGRI 06 Malang tahun pelajaran 2019/2020. Teknik analisis data dilakukan dari hasil tes koneksi matematis, tes pemecahan masalah dan instrumen wawancara. Subjek penelitian adalah 22 siswa. Peneliti mengambil 3 subjek yang mewakili siswa berkemampuan tinggi, sedang dan rendah. Peneliti menggunakan instrumen tes pemecahan masalah dan pedoman wawancara. Hasil penelitian  ini bahwa siswa berkemampuan tinggi melakukan semua aktivitas dalam indikator kemampuan koneksi matematis dalam memecahkan masalah; siswa berkemampuan sedang tidak melakukan semua aktivitas pada indikator kemampuan koneksi matematis dalam menyelesaikan masalah; Siswa dengan kemampuan matematis rendah tidak melakukan semua aktivitas pada indikator kemampuan koneksi matematis dalam menyelesaikan masalah.
PENGARUH MODEL PEMBELAJARAN GENERATIF TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA DITINJAU DARI PERBEDAAN GENDER Tista Sugiarti; Mohammad Salam; Ariyadi Wijaya
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.6435

Abstract

Pemahaman konsep matematis siswa yang rendah merupakan suatu masalah yang harus diselesaikan dengan cara menerapkan model pembelajaran yang dapat mengaktifkan siswa, salah satunya model pembelajaran generative. Model pembelajaran generative menekankan pada integrasi aktif pengetahuan siswa atau pengalaman sebelumnya dan materi yang dipelajari melalui peran aktif mereka dalam belajar. Penelitian ini mengkaji pemahaman konsep matematika siswa dari perspektif perbedaan gender. Penelitian ini dilakukan di SMPN 1 Uepai dengan menggunakan pendekatan eksperimen semu yang melibatkan dua kelas dengan perlakuan yang berbeda. Kelas penelitian ditentukan dengan menggunakan teknik random sampling. Kelas VIII C sebagai kelas eksperimen terdiri dari 18 anak perempuan dan 14 anak laki-laki, serta 15 anak laki-laki dan 17 anak perempuan di Kelas VIII B sebagai kelas kontrol. Alat yang digunakan adalah tes kemampuan pemahaman konsep matematika siswa, yang terdiri dari lima soal esai. Pengolahan data dilakukan dengan menggunakan ANOVA 2 arah dan selanjutnya dilakukan pengujian menggunakan Scheffe. Hasil yang diperoleh menunjukkan bahwa pemberian model pembelajaran generatif kepada siswa berpengaruh terhadap kemampuan pemahaman konsep matematika siswa, dan ditemukan bahwa siswa laki-laki dan perempuan yang diajar menggunakan model pembelajaran generatif mengungguli siswa laki-laki dan perempuan yang diajar menggunakan pembelajaran langsung. Namun tanpa penerapan model pembelajaran tidak ada perbedaan kemampuan pemahaman konsep matematika siswa.Students' low understanding of mathematical concepts is a problem that must be solved by applying learning models that can activate students, one of which is the generative learning model. The generative learning model emphasises the active integration of students' prior knowledge or experience and the material being learned through their active role in learning. This research examines students' understanding of mathematics concepts from the perspective of gender differences. This research was conducted at SMPN 1 Uepai using a pseudo-experimental approach involving two classes with different treatments. The research class was determined using random sampling technique. Class VIII C as the experimental class consisted of 18 girls and 14 boys, and 15 boys and 17 girls in Class VIII B as the control class. The tool used was a test of students' mathematical concept understanding ability, which consisted of five essay questions. Data processing was carried out using 2-way ANOVA and further testing using Scheffe. The results obtained showed that providing generative learning models to students had an effect on students' ability to understand mathematical concepts, and it was found that male and female students who were taught using generative learning models outperformed male and female students who were taught using direct learning. However, without implementing the learning model there is no difference in students' ability to understand mathematical concepts
PENGEMBANGAN LKS BERBASIS PBL BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN KESADARAN METAKOGNITIF SISWA Nilatul Khoeriah; Ali Mahmudi; Sudrajat Sudrajat
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.8534

Abstract

Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk mengembangkan LKS berbasis PBL berbantuan GeoGebra untuk meningkatkan kemampuan pemecahan masalah dan kesadaran metakognitif siswa yang memenuhi aspek valid, praktis dan efektif. Model penelitian menggunakan model ADDIE, yaitu analysis, design, development, implementation, dan evaluation. Subjek penelitian berjumlah 32 siswa MTs Negeri 8 Ciamis. Instrumen penelitian meliputi angket penilaian kepraktisan guru dan siswa, lembar observasi keterlaksanaan pembelajaran, tes kemampuan pemecahan masalah dan angket kesadaran metakognitif. Hasil penelitian menunjukkan bahwa (1) LKS berbasis PBL berbantuan GeoGebra yang dikembangkan memenuhi aspek valid dengan kriteria “Sangat Baik”, (2) LKS berbasis PBL berbantuan GeoGebra yang dikembangkan memenuhi aspek praktis dengan kriteria “Sangat Baik”, (3) LKS berbasis PBL berbantuan GeoGebra yang dikembangkan memenuhi aspek efektif dimana hasil tes kemampuan pemecahan masalah dianalisis menggunakan uji one sampel t-test. Pada tahap ini diperoleh nilai rata-rata angket siswa lebih dari 75 sehingga disimpulkan bahwa LKS berbasis PBL berbantuan GeoGebra efektif untuk meningkatkan kemampuan pemecahan masalah dan kesadaran metakognitif siswa. Berdasarkan hasil yang diperoleh dapat disimpulkan bahwa LKS berbasis PBL berbantuan GeoGebra yang dikembangkan memenuhi aspek kevalidan, kepraktisan dan keefektifan.GeoGebra-assisted PBL to improve students' problem-solving skills and metacognitive awareness that meet the valid, practical and effective aspects. The research model uses the ADDIE model, namely analysis, design, development, implementation, and evaluation. The research subjects were 32 students of MTs Negeri 8 Ciamis. The research instruments included teacher and student practicality assessment questionnaires, learning implementation observation sheets, problem solving ability tests and metacognitive awareness questionnaires. The results showed that (1) the developed GeoGebra-assisted PBL-based LKS met the valid aspects with the criteria of "Very Good", (2) the developed GeoGebra-assisted PBL-based LKS met the practical aspects with the criteria of "Very Good", (3) PBL-based worksheets assisted by GeoGebra developed meet the effective aspects where the results of the problem solving ability test analyzed using the one sample t-test. At this stage, the student questionnaire was more than 75, so it is concluded that the PBL-based LKS assisted by GeoGebra is effective for improving students' problem solving skills and metacognitive awareness. Based on the results obtained, it can be concluded that the developed GeoGebra-assisted PBL-based worksheet meets the aspects of validity, practicality and effectiveness.
GROUP INVESTIGATION-BASED “AT-WORKSHEET” TO IMPROVE STUDENTS’ ABSTRACTION ABILITY Aulia Rahma; Swasti Maharani; Sanusi Sanusi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.8251

Abstract

The abstraction process will describe an activity that will lead to concept formation. Abstraction ability is one of the goals in understanding mathematical concepts. Based on the results of observations and interviews with mathematics teachers at SMPN 1 Kebonsari, the learning results of VIII-grade students in doing math problems show that there are still many students who have not been able to apply concepts in solving problems. Meanwhile, the learning process still uses a lecture learning model and there is no innovation in the teaching materials used. The purpose of this research is to produce LKPD which contains a summary of the material, example problems, and structured problems that can help improve abstraction abilities named AT-Worksheet with the Group Investigation learning model as one of the solutions students can improve their abstraction skills in learning mathematics. The method used in this research is R&D (Research and Development) with the ADDIE development model. The results of this study are AT-Worksheet which is valid and very practical to use in learning mathematics to improve the abstraction ability of 8th-grade students of SMPN 1 KebonsariProses abstraksi akan menggambarkan sebuah aktivitas yang akan mengarahkan ke pembentukan konsep. Kemampuan abstraksi menjadi salah satu tujuan dalam memahami konsep-konsep matematika. Berdasarkan hasil observasi dan wawancara dengan guru matematika SMPN 1 Kebonsari bahwa hasil belajar siswa kelas VIII dalam mengerjakan soal matematika terlihat masih banyak siswa yang belum mampu mengaplikasikan konsep dalam menyelesaikan soal. Sedangkan proses pembelajaran di kelas masih menerapkan metode ceramah dan belum ada inovasi bahan ajar untuk pembelajaran. Tujuan penelitian ini ialah menghasilkan LKPD yang memuat ringkasan materi, contoh soal, dan soal-soal terstruktur terstruktur yang didukung dengan gambar dan desain yang menarik yang diberi nama AT-Worksheet dengan model pembelajaran Group Investigation sebagai salah satu solusi siswa dapat meningkatkan kemampuan abstraksinya dalam belajar matematika. Penelitian ini menggunakan metode penelitian Research and Development (R&D) dengan model pengembangan ADDIE. Hasil penelitian ini ialah AT-Worksheet yang valid dan sangat praktis. Hasil validasi diperoleh persentase sebesar 85,00% dan memenuhi kriteria valid. Hasil angket respon siswa diperoleh presentase sebesar 82,07% dan memenuhi kriteria sangat praktis, sehingga AT-Worksheet bisa dimanfaatkan dalam pembelajaran matematika untuk meningkatkan kemampuan abstraksi siswa kelas VIII SMPN 1 Kebonsari.
PENGEMBANGAN LOCAL INSTRUCTIONAL THEORY TOPIK ARITMETIKA SOSIAL BERBASIS RME UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS Dewi Ratna Sari; Ahmad Fauzan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.7927

Abstract

Kemampuan pemecahan masalah merupakan salah satu tujuan yang penting dipelajari dalam proses pembelajaran. Banyaknya penggunaan rumus dan tidak terlibatnya peserta didik dalam penemuan konsep matematis menyebabkan rendahnya kemampuan pemecahan masalah matematis. Untuk itu, dirancang suatu alur pembelajaran untuk memfasilitasi kemampuan pemecahan masalah dengan pendekatan yang tepat dan sesuai berbasis Realistic Mathematics Education (RME) untuk menghasilkan Local Instructional Theory (LIT) khususnya topik aritmetika sosial yang valid, praktis dan efektif. Penelitian pengembangan ini menggunakan gabungan design research model Plomp dan Gravemeijer & Cobb. Subyek penelitian terdiri dari peserta didik kelas VII sebanyak 3 orang (evaluasi perorangan), 6 orang (kelompok kecil) dan 32 orang (kelompok besar) di sebuah SMP di Kota Padang. Data penelitian dikumpulkan menggunakan lembar observasi, lembar validasi ahli, lembar angket, dan soal tes kemampuan pemecahan masalah. Hasil penelitian menunjukkan bahwa LIT topik aritmetika sosial yang dikembangkan sudah valid dilihat dari aspek didaktik (penyajian), materi (isi), kebahasaan dan kegrafikaan (tampilan. Praktis karena alur belajar dapat digunakan oleh peserta didik dalam menemukan sendiri konsep matematika menggunakan tahap informal menuju tahap formal dengan uji kelayakan oleh peserta didik (kelompok kecil) 86,67% dengan kriteria “sangat praktis” dan peserta didik (kelompok besar) 78,27% dengan kriteria “praktis”. Selanjutnya dikatakan efektif karena memberikan dampak positif terhadap kemampuan pemecahan masalah matematis peserta didik dan rata-rata tes 79,11% dengan kriteria “berhasil” pada tahap field test.Problem solving ability is one of the important goals studied in the learning process. The large use of formulas and the lack of involvement of students in discovering mathematical concepts causes low mathematical problem solving abilities. For this reason, a learning pathway was designed to facilitate problem solving abilities with an appropriate and appropriate approach based on Realistic Mathematics Education (RME) to produce Local Teaching Theory (LIT), especially social arithmetic topics that are valid, practical and effective. This development research uses the Plomp and Gravemeijer & Cobb combined design research model. The research subjects consisted of 3 class VII students (individual evaluation), 6 people (small group) and 32 people (large group) at a junior high school in Padang City. Research data was collected using observation sheets, expert validation sheets, questionnaires, and problem solving ability test questions. The results of the research show that the LIT topic of social arithmetic that was developed is valid from the didactic (presentation), material (content), linguistic and graphic (display) aspects. It is practical because the learning flow can be used by students in discovering their own mathematical concepts using the informal stage towards the formal with a feasibility test by students (small groups) 86.67% with the criteria "very practical" and students (large groups) 78.27% with the criteria "practical". Furthermore, it is said to be effective because it has a positive impact on mathematical problem solving abilities students and the test average was 79.11% with the criteria "successful" at the field test stage.
PENERAPAN MODUL AJAR SMK UNTUK MENYELESAIKAN MASALAH MATEMATIKA BISNIS Dian Kurnianto; Agung Hartoyo; Mohamad Rif'at
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.7326

Abstract

Bahan ajar matematika yang digunakan di SMK masih sangat umum, siswa tidak diajarkan matematika sesuai dengan konsentrasi keahlian yang dijalankan. Penelitian ini bertujuan melakukan pengembangan serta penerapan modul ajar matematika bidang bisnis dan manajemen dalam dunia perbankan sesuai kebutuhan Industri dan tenaga kerja (IDUKA). Modul dikembangkan melalui riset dengan studi pengembangan model 4D, analisis deskriptif mixed metode, dan penentuan sample melalui teknik Cluster Sampling. Hasil penyebaran angket kepada 22 guru pada MGMP matematika SMK, disimpulkan 81,70% responden menyatakan bahwa buku ajar matematika yang digunakan saat ini belum dapat membekali siswa trampil menyelesaikan masalah matematika sesuai bidang keahlian yang dijalankan. Berdasarkan analisis kuantitatif data validasi kerangka isi terhadap hasil post test siswa disimpulkan terdapat hubungan antara kerangka isi yang dikembangkan terhadap keterampilan menyelesaikan masalah  matematika bisnis dan manajemen. Berdasarkan data ahli materi, ahli media, penilaian guru, ujicoba I dan II modul ajar didapat nilai rata-rata 3,84. Dengan kriteria  “Baik”.Mathematics teaching materials used in vocational high schools are still very common, but students are not taught mathematics in accordance with the concentration of expertise carried out. This study aims to develop and implement mathematics teaching modules in the business, management, or banking world according to IDUKA's needs. The module was developed through research with 4D model development studies, mixed method descriptive analysis, and sample determination through the cluster sampling technique. Based on the results of distributing the questionnaire to 22 teachers at the Vocational Mathematics MGMP, it was concluded that 81.70% of respondents stated that the mathematics textbooks currently used had not been able to equip students with skills in solving mathematical problems according to the area of expertise being carried out. Based on the quantitative analysis of content framework validation data on students' post-test results, it was concluded that there was a relationship between the content framework developed and the problem-solving skills of business and management mathematics. Based on data from material experts, media experts, teacher assessment, and experiments I and II of teaching modules, the average value was 3.84. With the criteria of "good".
METACOGNITIVE ACTIVITIES IN GROUP DISCUSSIONS OF ELEMENTARY SCHOOL STUDENTS MATHEMATICS MULTIPLICATION MATERIAL Dyah Triwahyuningtyas; Cholis Sadijah; Makbul Muksar; Subanji Subanji
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.9691

Abstract

Student metacognition only focuses on individuals, not yet associated with student positioning in the group. There are positioning groups whose roles change, so it is necessary to examine more deeply the characterization of students' metacognition in solving multiplication problems in group discussions in terms of student positioning. This study aims to describe students' metacognitive activities, students' roles during the discussion process, and students' metacognitive abilities related to students' roles during group discussions on multiplication material in mathematics of grade 6 students in one of the public elementary schools in Indonesia. Not only knowing the concept so that students can think critically and learn independently from students without teacher assistance, but also students must be trained in solving problems. This study used descriptive qualitative as the research method. It was found that awareness was mainly found in expert and facilitator positions, regulation was found in expert and facilitator students, and evaluation was found in all student roles. The metacognitive characteristics that emerged in group discussions were expert students as triggers (stimulus) and regulators (contribution), facilitator students as regulators (contribution) and followers (passive), and novice students as followers (passive).Metakognitif siswa hanya berfokus terhadap individu, belum dikaitkan dengan pemosisian siswa dalam kelompok. Ada kelompok pemosisian yang perannya berubah, sehingga perlu mengkaji lebih mendalam terkait karakterisasi metakognitif siswa dalam menyelesaikan masalah perkalian pada diskusi kelompok ditinjau dari pemosisian siswa. Penelitian ini bertujuan untuk mendeskripsikan aktivitas metakognitif siswa, peran siswa selama proses diskusi, dan kemampuan metakognitif siswa yang terkait dengan peran siswa selama diskusi kelompok pada materi perkalian matematika siswa kelas 6 di salah satu sekolah dasar negeri di Indonesia. Tidak hanya mengetahui konsep agar siswa dapat berpikir kritis dan belajar secara mandiri dari siswa tanpa bantuan guru, tetapi juga siswa harus dilatih dalam memecahkan masalah. Penelitian ini menggunakan deskriptif kualitatif sebagai metode penelitian. Ditemukan bahwa kesadaran terutama ditemukan pada posisi ahli dan fasilitator, regulasi ditemukan pada siswa ahli dan fasilitator, dan evaluasi ditemukan pada semua peran siswa. Karakteristik metakognitif yang muncul dalam diskusi kelompok adalah siswa ahli sebagai pemicu (stimulus) dan pengatur (kontribusi), siswa fasilitator sebagai pengatur (kontribusi) dan pengikut (pasif), dan siswa pemula sebagai pengikut (pasif).
PENGEMBANGAN PERANGKAT PEMBELAJARAN FLIPPED CLASSROOM BERBASIS SCHOOLOGY DAN GUIDED DISCOVERY LEARNING TERHADAP PEMAHAMAN KONSEP SISWA Dea Armelia; Sri Andayani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.7293

Abstract

AbstrakPembelajaran flipped classroom merupakan pembelajaran yang memberikan kesempatan siswa untuk belajar tanpa dibatasi waktu dan tempat sehingga memudahkan siswa dalam memahami materi. Namun, ketersediaan perangkat pembelajaran untuk menunjang pembelajaran flipped classroom masih terbatas. Oleh karena itu, tujuan penelitian ini untuk menghasilkan perangkat pembelajaran flipped classroom yang memenuhi kriteria valid, praktis, dan efektif. Perangkat pembelajaran yang dihasilkan terdiri dari LKS berbasis guided discovery learning dan LMS Schoology yang dikaitkan dengan pemahaman konsep siswa. Penelitian ini menggunakan model pengembangan ADDIE. Subjek penelitian ini adalah 30 siswa kelas VIII SMP. Data dikumpulkan melalui lembar validasi ahli, lembar penilaian kepraktisan, dan tes kemampuan konsep siswa. Kevalidan dan kepraktisan perangkat pembelajaran dianalisis menggunakan analisis kuantitatif deskriptif. Keefektifan perangkat pembelajaran dianalisis menggunakan one sample t test. Hasil penilaian kevalidan oleh para ahli menunjukkan bahwa perangkat pembelajaran yang dikembangkan valid dengan kriteria “sangat baik” untuk LKS dan kriteria “baik” untuk LMS Schoology. Hasil penilaian kepraktisan berdasarkan penilaian guru mencapai kriteria “sangat baik”, sedangkan berdasarkan penilaian siswa memiliki persentase minimal baik sebesar 80%. Selanjutnya, melalui uji one sample t test menunjukkan perangkat pembelajaran efektif terhadap kemampuan pemahaman konsep siswa. Dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan telah memenuhi aspek kualitas kevalidan, kepraktisan, dan keefektifan.AbstractFlipped classroom is a learning that provides opportunities for students to learn without being limited by time and place, making it easier for students to understand the material. However, the availability of learning kits to support flipped classroom learning is still limited. Therefore, this study aimed to produce mathematics learning kits with a flipped classroom approach that fulfils the validity, practical, and effectiveness criteria. Mathematical flipped classroom kit includes students’worksheets (LKS) based on discovery learning and Schoology LMS associated towards students’ conceptual understanding. This research was development research designed by ADDIE model. This study involved 30 students of grade  eight secondary  school. The data was gathered through expert validation sheets, practicality assessment sheets, and tests of students' mathematical conceptual understanding. The validity and practicality of the learning kit were analyzed using descriptive quantitative analysis. The effectiveness of the learning kit was analysed by one sample t test. The data analysing by IBM SPSS 21 software. The validation by expert judgment showed that the learning kits were valid. Schoology LMS was in good criteria and student worksheet were in perfect criteria. The practical test based on the teacher's assessment was very good criteria, based on the student's assessment, the kits had a percentage of 80% with suitable criteria. Furthermore, through one sample t test showed that the learning kits is effective on students' concept understanding ability. It can be concluded that the developed learning kits have fulfilled the quality aspects of validity, practicality, and effectiveness.
INOVASI PEMBELAJARAN KOMBINATORIAL BERORIENTASI PADA HIGHER ORDER THINKING SKILL La Ode Sirad; Arbain Arbain
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.8545

Abstract

Beberapa hal yang mendasari penelitian ini, yaitu hasil refleksi perkuliahan, wawancara dan telaah dokumen menunjukkan adanya permasalahan pada aspek berpikir tingkat tinggi yang masih rendah khususnya pada materi kombinatorial. Hal ini diduga muncul dari proses pembelajaran yang dilakukan belum berorientasi pada HOTS. Mahasiswa menilai proses pembelajaran yang dilakukan belum menginspirasi untuk pengembangan potensi mahasiswa. Penelitian ini berfokus pada inovasi pembelajaran kombinatorial yang tujuannya untuk menghasilkan rancangan inovasi pembelajaran kombinatorial yang berorientasi pada HOTS, yang terdiri atas strategi dan metode, lembar kerja mahasiswa (LKM), dan instrumen HOTS yang valid, praktis, dan efektif dalam rangka meningkatkan HOTS mahasiswa. Metode penelitian yang digunakan yaitu research and development, dengan model ADDIE yang terdiri atas lima tahapan, yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Produk inovasi yang dihasilkan memenuhi kriteria valid sehingga layak digunakan dengan rata-rata presentase validasi 92,22% untuk strategi dan model, 87,11% untuk LKM, dan 88% untuk instrumen. Implementasi produk inovasi dilakukan di kelas matematika diskrit semester genap Tahun Akademik 2022/2023 yang terdiri dari 17 mahasiswa. Hasil implementasi menunjukkan produk bersifat praktis dengan skor rata-rata 83,92% dan efektif di mana hasil analisis gain ternormalisasi terhadap data pretest dan posttest menunjukkan HOTS mahasiswa meningkat setelah mengalami inovasi pembelajaran dengan kriteria sedang.Some of the things that underlie this research are the results of lecture reflections, interviews, and document reviews showing problems in the aspects of higher-order thinking that are still low, especially in combinatorial material. This is thought to arise from the learning process that has not been HOTS-oriented. Students assess that the learning process has not inspired the development of student potential. This research focuses on combinatorial learning innovation with the aim to produce HOTS-oriented combinatorial learning innovation design, which consists of strategies and methods, Student Worksheets (SML), and HOTS instruments that are valid, practical, and effective in order to improve students' HOTS. . The research method used is research and development, with the ADDIE model consisting of five stages, namely analysis, design, development, implementation and evaluation. The resulting innovation product meets the valid criteria so that it is feasible to use with an average percentage of validation of strategies and models of 92.22%, LKM of 87.11%, and instruments of 88%. The implementation of the innovation product was carried out in a discrete mathematics class in the even semester of the 2022/2023 academic year, totaling 17 students. The implementation results showed that the product was practical with an average score of 83.92% and effective, where the results of the pretest and posttest data normalized gain analysis showed that students' HOTS increased after experiencing learning innovations with moderate criteria.
PENGARUH MODEL BLENDED LEARNING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN DISPOSISI MATEMATIS Rizki Nugraha; Syamsuri Syamsuri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.6639

Abstract

Beberapa penelitian sebelumnya mengungkapkan bahwa model blended learning berpengaruh terhadap kemampuan kognitif siswa, namun belum ditemukan mengkaji pengaruhnya terhadap sikap afektif siswa. Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh penerapan model blended learning terhadap pemahaman konseptual dan disposisi matematis siswa. Jenis penelitian ini adalah quasi eksperimen dengan menggunakan rancangan randomized posttest only control group. Populasi dalam penelitian ini ialah seluruh siswa kelas VII MTs Syekh Manshur Pandeglang, Banten pada semester genap tahun ajaran 2021/2022. Sampel yang dipilih adalah dua kelas dengan cluster random sampling. Model blended learning yang digunakan adalah flipped classroom dengan Edmodo sebagai learning management system. Pemahaman konseptual matematis diukur dengan tes dan disposisi matematis diukur dengan kuesioner yang telah valid dan reliabel. Data dianalisis menggunakan MANOVA dengan taraf signifikansi 5% (α=0,05) setelah melalui uji prasyarat. Hasil pengujian hipotesis menunjukkan bahwa model blended learning berpengaruh positif terhadap kemampuan memahami konsep dan disposisi matematis siswa.Numerous antecedent investigations have elucidated the influence of the blended learning model upon students' cognitive capabilities; however, there exists a conspicuous dearth of inquiries concerning its ramifications upon students' affective dispositions. The primary objective of this present study was to expound upon the impact of the application of the blended learning model on the enhancement of mathematical conceptual comprehension and the cultivation of favorable mathematical dispositions among students. This study adopts a quasi-experimental research design, employing a randomized posttest only control group configuration.  The study's target population encompasses all 7th-grade students attending MTs Syekh Manshur Pandeglang, Banten, during the even semesters of the 2021/2022 academic year. Utilizing cluster random sampling, two classes were selected as the sample groups. The employed pedagogical approach within the study is the flipped classroom model, supplemented by the utilization of Edmodo as the designated learning management system. Mathematical conceptual understanding is gauged through comprehensive tests, while mathematical dispositions are assessed using a validated and reliable questionnaire. The dataset comprises both test and non-test data, which were subsequently subjected to thorough scrutiny through a multivariate analysis of variance (MANOVA) at a predefined significance level of 5% (α=0.05), following compliance with the requisite assumptions. The results obtained through hypothesis testing unequivocally demonstrate a salient and affirmative impact of the blended learning model on the enhancement of students' conceptual understanding and the cultivation of positive mathematical dispositions among them.

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