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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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Articles 23 Documents
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Search results for , issue "Vol 13, No 3 (2024)" : 23 Documents clear
PENGEMBANGAN SOAL ASESMEN KOMPETENSI MINIMUM (AKM) MATEMATIKA PADA MATERI PELUANG UNTUK PESERTA DIDIK SMP Supri Mulyani; Lusiana Lusiana; Jumroh Jumroh
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.8409

Abstract

Assesmen Kompetensi Minimum (AKM)  diperkenalkan sebagai  upaya peningkatan kualitas pendidikan dan evaluasi hasil belajar . AKM bertujuan untuk mengukur kemampuan berpikir kritis, kemampuan pemecahan masalah, serta literasi matematika dan membaca, yang merupakan kompetensi dasar yang harus dimiliki oleh peserta didik.Tujuan penelitian ini untuk menghasilkan soal Asesmen Kompetensi Minimum (AKM) matematika untuk peserta didik SMP yang valid dan reliabel. Metode penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development/R&D) dengann prosedur Raja Guk-Guk. Prosedur Raja Guk-Guk terdiri dari 7 tahap, yaitu menentukan tujuan, analisis kurikulum, membuat kisi-kisi, membuat soal, melakukan telaah instrumen secara teoritis, melakukan uji coba dan analisis hasil uji coba, revisi. Objek dalam penelitian ini adalah soal asesmen kompetensi minimum (AKM) matematika. Data dikumpukan menggunakan  angket dan tes. Analisis kevalidan diuji dengan koefisien korelasi product moment pearson, Reliabilitas instrumen digunakan Alpa Cronbach’s. Hasil validasi memenuhi syarat berdasarkan isi, konstruk dan bahasa. Nilai koefisien reprodusibilitas 0,92 > 0,90, nilai koefisien skalabilitas 0,77 > 0,60, yang menunjukkan soal baik untuk digunakan. Hasil dari uji validasi empiris dari 15 soal diperoleh nilai  seperti terlihat pada tabel 2. , dari uji relliabilitas diperoleh r= 0,926 > 0.70 yang belrarti instrumen yang dikembangkan  dinyatakan Reliable.Minimum Competency Assessment (AKM) was introduced as an effort to improve the quality of education and evaluate learning outcomes. AKM aims to measure critical thinking skills, problem solving abilities, as well as mathematics and reading literacy, which are basic competencies that students must have. The aim of this research is to produce Mathematics Minimum Competency Assessment (AKM) questions for junior high school students that are valid and reliable. . The research method used is research and development (R&D) with the Raja Guk-Guk procedure. The Raja Guk-Guk procedure consists of 7 stages, namely determining objectives, curriculum analysis, creating a grid, creating questions, conducting theoretical instrument studies, conducting trials and analyzing trial results, revision. The object of this research is the minimum competency assessment (AKM) in mathematics. Data collection techniques used were questionnaires and tests. Validity analysis was tested using the Pearson product moment correlation coefficient. The reliability of the instrument was used by Cronbach's Alpa. The validation results meet the requirements based on content, construct and language. The reproducibility coefficient value is 0.92 > 0.90, the scalability coefficient value is 0.77 > 0.60, which indicates the questions are good to use. The results of the empirical validation test of 15 questions obtained a value of r_Calculate>r_(Table ) as shown in table 2. From the reliability test, r= 0.926 > 0.70 was obtained, which means that the instrument developed was declared Reliable.
PRE-SERVICE TEACHERS’ SYMBOLIC-VISUAL REPRESENTATION SKILLS IN ADDING AND SUBTRACTING FRACTIONS Arwan Mhd. Said; Purwanto Purwanto; Erry Hidayanto; Rustanto Rahardi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.10233

Abstract

The current study attempted to describe pre-service teachers’ symbolic-visual representation skills in adding and subtracting fractions. It specifically aimed to analyze the teachers’ ability to construct either a symbolic or visual representation in fraction operations. A case study was conducted by involving 17 fifth-semester students who were enrolled in a teacher training course at one of universities in Ternate, Indonesia. The participants consisted of two males and fifteen females. The study data were gathered using a fraction problem-solving test. The results showed that: 1) the majority of participants succeeded in performing fraction operations and making representations by adding and subtracting fractions; 2) the participants demonstrated proficiency in executing fraction operations but showed poor ability in generating different representations of fractions; 3) the participants were more successful in creating visual representation for fraction addition compared to fraction subtraction. The participants also excelled in constructing circle models as visual representations, outperforming other visual representation models such as number lines, rectangular models for transition situations, and numerical representations of mixed fractions.
PENGEMBANGAN SOAL OPEN ENDED MATEMATIKA BERKONTEKS COVID-19 UNTUK MENGUKUR HIGHER ORDER THINKING SKILLS Indriyani Indriyani; Sugianto Sugianto; Agung Hartoyo
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.8770

Abstract

Permasalahan yang ditemui di lapangan adalah soal-soal yang diberikan guru dalam proses belajar mengajar cenderung soal-soal rutin dan belum mencerminkan` soal yang dapat membantu siswa mengasah kemampuan berpikir tingkat tinggi siswa. Minimnya soal-soal level kemampuan berpikir tingkat tinggi siswa yang dibuat berdasarkan indikator kemampuan berpikir matematis siswa. Oleh karena itu, tujuan penelitian ini adalah untuk mengukur higher order thinking skills dalam menyelesaikan soal tes matematika SMP/MTs open-ended yang dikembangkan dengan konteks COVID-19 yang memenuhi kriterai valid, praktis, dan efektif untuk meningkatkan HOTS siswa. Penelitian ini merupakan penelitian pengembangan (Research and Development) dengan menggunakan model formative reseacrh. Model pengembangan terdiri atas empat tahap, yaitu self evaluation, prototyping (validasi, evaluasi dan revisi), dan field test (uji lapangan). Subjek penelitian dalam penelitian ini adalah siswa, guru dan peneliti. Siswa dari sekolah MTS N 1 Ketapang Kelas VII C sesi 1 sebanyak 17 siswa tahun pelajaran 2020/2021. Hasil penelitian menunjukkan bahwa kevalidan dilihat dari hasil penilaian validator, dimana semua validator menyatakan sudah baik berdasarkan konten, konstruk, dan bahasa. Selain itu, kevalidan soal open-ended ini tergambar setelah dilakukan analisis validasi soal yang berkategori valid yang bernilai rata-rata 80.5%. Kepraktisan dilihat dari hasil field tes yang memperoleh nilai rata-rata sebesar 77,18 yang tergolong dalam kategori baik. Prototype soal open-ended berkonteks covid-19 yang dikembangkan memilki efek potensial yang positif terhadap kemampuan berfikir tingkat tiggi siswa MTs N 1 Ketapang  terlihat dari rata-rata tes adalah 77,35 %. The problem encountered in the field is that the questions given by teachers in the teaching and learning process tend to be routine questions and do not reflect questions that can help students hone their high-level thinking skills. The lack of questions on the level of students' high-level thinking abilities which are made based on indicators of students' mathematical thinking abilities. Therefore, the aim of this research is to measure higher order thinking skills in solving open-ended SMP/MTs mathematics test questions developed in the context of COVID-19 that meet the criteria of being valid, practical, and effective for increasing student HOTS. This research is development research (Research and Development) using a formative research model. The development model consists of four stages, namely self evaluation, prototyping (validation, evaluation and revision), and field test (field test). The research subjects in this study were students, teachers and researchers. There are 17 students from the MTS N 1 Ketapang Class VII C session 1 school for the 2020/2021 school year. The research results show that validity is seen from the results of the validator assessment, where all validators stated that it was good based on content, construct and language. Apart from that, the validity of these open-ended questions was illustrated after validation analysis of questions categorized as valid with an average score of 80.5%. Practicality can be seen from the field test results which obtained an average score of 77.18 which is classified as good. The open-ended prototype questions with the Covid-19 context that were developed have a positive potential effect on the high level thinking abilities of MTs N 1 Ketapang students as seen from the test average of 77.35%.

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