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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 26 Documents
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Search results for , issue "Vol 14, No 2 (2025)" : 26 Documents clear
A COMPREHENSIVE TOOL FOR ASSESSING CREATIVE THINKING IN MATHEMATICS EDUCATION Al Ashari, Iqbal Ma’ruf; Anwar, Lathiful; Sulandra, I Made
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.11199

Abstract

In education, creativity is viewed as a fundamental behaviour especially when it comes to mathematics where students are motivated to tackle problems in unique ways. The present study sought to design, construct and validate an instrument that would assess creativity in geometry by employing three aspects of creativity as proposed by the aforementioned model- fluency, flexibility and originality. The instrument was administered to 30 junior high school students in Malang Indonesian. In this study, the assessment of internal and external consistent validity and dimensional structure of the instrument using a combination of Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and inter-rater reliability was done. The reliability estimates showed that across the 7-item test, a validation score of Cronbach’s Alpha at 0.857 was achieved. Item-Total Statistics indicated that most items possessed high item-total correlations except item Q3 which possessed low item-total corrected correlation. EFA resulted in the segregation of 2 components which accounted for 81.280% of the variance of the construct and were labeled as fluency/flexibility and originality. This finding is consistent with already existing theories in creativity areas which argue that creative thinking is a multi-faceted phenomenon. This needs elucidation in order to improve the validity of the affected test items especially those aimed at measuring the different dimensions of creativity. The research enriches the existing literature based on creativity in mathematics education considering the primary aim to develop a sound and valid tool for assessing students' creative problem solving abilities in geometry.
PENGEMBANGAN PLATFORM DIGITAL LINKTREE BERBANTUAN WORDWALL UNTUK MEMFASILITASI LITERASI DIGITAL PADA PEMBELAJARAN GEOMETRI TERINTEGRASI AL-QURAN/HADIST Zain, Nurmalia Khoirunisa; Masamah, Ulfa; Nursirot, Mohammad Arul Sholehuddin; Maulidani, Muhammad
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.8886

Abstract

Literasi digital menjadi kompetensi penting di era transformasi digital ini, yang membantu siswa mengidentifikasi dan mengevaluasi sumber informasi secara efektif. Penelitian ini bertujuan untuk mengembangkan platform digital Linktree berbantuan Wordwall untuk mengintegrasikan pembelajaran geometri berbasis Al-Qur'an/Hadits bagi siswa Sekolah Menengah Pertama, dalam rangka meningkatkan literasi matematika digital mereka. Menggunakan pendekatan Penelitian dan Pengembangan (R&D) dengan model 4D, terdiri dari 20 siswa Kelas VIII SMP Islam Sabilurrosyad Kota Malang. Pengumpulan data menggunakan wawancara, observasi, dan tes, dianalisis dengan SPSS 17.0. Hasil validasi menunjukkan aspek media memperoleh skor 96,91%, materi 97,34%, integrasi 90,50%, aspek pembelajaran 86,50%, dan literasi digital 91,50% (semua kategori sangat valid). Uji coba kelompok kecil memperoleh skor praktikalitas sebesar 91,27%, sedangkan uji lapangan memperoleh skor 88,81%. Uji efektivitas menunjukkan adanya peningkatan literasi digital yang signifikan dengan N-gain sebesar 0,72. Oleh karena itu, platform Linktree yang dibantu Wordwall ini valid, praktis, dan efektif dalam memajukan literasi matematika digital siswa Sekolah Menengah Pertama Digital literacy is an essential competency in this digital transformation era, helping students identify and evaluate information sources effectively. This study aims to develop a Wordwall-assisted Linktree digital platform for integrating geometry learning based on the Quran/Hadith for Junior High School students, enhancing their digital mathematical literacy. Using the Research and Development (R&D) method with a 4D model, the research included 20 Grade VIII students in Malang City. Data collection utilized interviews, observations, and tests, analyzed with SPSS 17.0. The validation results revealed the media aspect scored 96.91%, material 97.34%, integration 90.50%, learning aspect 86.50%, and digital literacy 91.50% (all rated as very valid). Small group trials achieved a practicality score of 91.27%, while field tests scored 88.81%. Effectiveness testing indicated a significant improvement in digital literacy with an N-gain of 0.72. Therefore, the Wordwall-assisted Linktree platform is considered valid, practical, and effective in advancing the digital mathematical literacy of Junior High School students.
EXPLORING OF JUNIOR HIGH SCHOOL STUDENTS' STATISTICAL LITERACY ABILITIES IN SOLVING STATISTICAL PROBLEM Marchy, Febrinna; Martadiputra, Bambang Avip Priatna; Nurlaelah, Elah; Naser, Abdurrahman Do. Muhamad
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.9757

Abstract

Statistical literacy is crucial in the digital era, where data influences decision-making. However, Indonesian students still struggle with interpreting and critically evaluating statistical information.This research aims to explores the statistical literacy abilities of ninth-grade students in a public junior high school in Bandung. Employing a phenomenological methodology, the study aims to provide a comprehensive description of students' proficiency in statistical literacy, identifying challenges they encounter. Data was collected through tests, interviews, and observations, with four students selected for in-depth interviews based on distinct test responses. The study focuses on five indicators: understanding components of statistics, interpreting messages, communicating messages, making decisions, and critically evaluating statistical information. Results indicate a varying level of statistical literacy among students, with 72.5% understanding statistical components but decreasing proficiency in interpreting (65.2%), communicating (41.7%), making decisions (38.9%), and critically evaluating information (38.0%). Detailed analysis of student responses illustrates conceptual errors and challenges in applying statistical concepts to practical decision-making scenarios. The study emphasizes the importance of developing analytical skills and applying statistical concepts in everyday life to enhance students' ability to critically evaluate information and make informed decisions.Literasi statistik sangat penting di era digital, di mana data memengaruhi pengambilan keputusan. Namun, siswa di Indonesia masih kesulitan dalam menafsirkan dan mengevaluasi informasi statistik secara kritis. Penelitian ini bertujuan untuk mengeksplorasi kemampuan literasi statistik siswa kelas IX di salah satu SMP Negeri di Bandung. Dengan menggunakan metodologi fenomenologi, penelitian ini bertujuan untuk memberikan gambaran komprehensif tentang kemampuan siswa dalam literasi statistik, dan mengidentifikasi tantangan yang mereka hadapi. Data dikumpulkan melalui tes, wawancara, dan observasi, dengan empat siswa dipilih untuk wawancara mendalam berdasarkan tanggapan tes berbeda. Studi ini berfokus pada lima indikator: memahami komponen statistik, menafsirkan pesan, mengkomunikasikan pesan, mengambil keputusan, dan mengevaluasi informasi statistik secara kritis. Hasilnya menunjukkan tingkat literasi statistik yang bervariasi di kalangan siswa, dengan 72,5% memahami komponen statistik tetapi mengalami penurunan kemampuan dalam menafsirkan (65,2%), berkomunikasi (41,7%), membuat keputusan (38,9%), dan mengevaluasi informasi secara kritis (38,0%). Analisis mendalam terhadap respons siswa menggambarkan kesalahan konseptual dan tantangan dalam menerapkan konsep statistik pada skenario pengambilan keputusan praktis. Studi ini menekankan pentingnya mengembangkan keterampilan analitis dan menerapkan konsep statistik dalam kehidupan sehari-hari untuk meningkatkan kemampuan siswa dalam mengevaluasi informasi secara kritis dan membuat keputusan yang tepat.
PENGEMBANGAN E-MODUL ETNOMATEMATIKA 3D TERINTEGRASI VIRTUAL REALITY BERBASIS TPACK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA Fitri, Miftahul; Mujahidawati, Mujahidawati; Falani, Ilham
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.10191

Abstract

Kemampuan berpikir kritis adalah kemampuan untuk melakukan analisis mendalam, evaluasi, dan sintesis terhadap informasi atau situasi yang dihadapi. Dengan kemampuan berpikir kritis, seseorang dapat memecahkan masalah dengan cara yang terstruktur, efektif, serta mampu membuat keputusan yang baik dalam berbagai konteks. Penelitian ini bertujuan untuk menghasilkan dan menguji kualitas E-Modul Etnomatematika 3D terintegrasi Virtual Reality Berbasis TPACK untuk  meningkatkan kemampuan berpikir kritis siswa. Jenis penelitian ini adalah R&D dengan model ADDIE. Uji coba produk mellibatkan 33 siswa untuk uji coba kelompok besar dan 9 siswa untuk uji coba kelompok kecil. Teknik pengumpulan data menggunakan wawancara, angket, dan tes kemampuan berpikir kritis siswa. Hasil validasi ahli materi dan media/desain menyatakan E-Modul yang telah dikembangkan sangat baik digunakan dalam pembelajaran dengan presentase kelayakan menurut ahli materi pertama sebesar 84,8%, ahli materi kedua sebesar 91%, ahli media/desain sebesar 92% guru mata pelajaran matematika sebesar 93%, uji coba kelompok kecil sebesar 89% dan uji coba kelompok besar sebesar 88%. Adapun hasil efektifitas menunjukkan bahwa E-Modul Etnomatematika 3D yang telah dikembangkan cukup efektif dengan perhitungan nilai gain pada peningkatan kemampuan berpikir kritis siswa yakni 58% dalam kategori Sedang. Sehingga dapat disimpulkan bahwa e-modul ini layak diterapkan dalam proses pembelajaran karena memenuhi kriteria valid, praktis, dan efektif. Critical thinking skills refer to the ability to conduct in-depth analysis, evaluation, and synthesis of information or situations. With critical thinking skills, individuals can solve problems in a structured and effective manner, as well as make well-informed decisions in various contexts. This study aims to develop and evaluate the quality of a 3D Ethnomathematics E-Module integrated with Virtual Reality based on the TPACK framework to enhance students' critical thinking skills. This research follows the Research and Development (R&D) methodology using the ADDIE model. The product trials involved 33 students for the large-group trial and 9 students for the small-group trial. Data collection techniques included interviews, questionnaires, and critical thinking skill tests. The results of expert validation in both content and media/design indicate that the developed E-Module is highly suitable for learning. The feasibility percentages were as follows: 84.8% from the first content expert, 91% from the second content expert, 92% from the media/design expert, and 93% from the mathematics teacher. Additionally, the small-group trial achieved 89%, while the large-group trial scored 88%. Effectiveness results show that the developed 3D Ethnomathematics E-Module is moderately effective, with a gain score of 58% in improving students' critical thinking skills. Thus, it can be concluded that this E-Module is suitable for implementation in the learning process as it meets the criteria of being valid, practical, and effective.
FOUR DOMINANT FACTORS INFLUENCING STUDENTS' MATHEMATICAL CURIOSITY Juandi, Dadang; Farida, Nurul; Al Aziz, Saddam; Meinarni, Welli
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.12628

Abstract

Curiosity is a crucial aspect of mathematics learning, as it encourages exploration, deep understanding, and active engagement. However, existing instruments for measuring students’ mathematical curiosity are still limited and rarely tested for construct validity using robust statistical methods. This gap indicates a need for a valid measurement tool that can capture the multidimensional nature of mathematical curiosity. This study aims to develop and validate a measurement instrument for students' mathematical curiosity through an exploratory factor analysis (EFA) approach. The background of this study is based on the importance of curiosity in mathematics learning, which plays a role in encouraging exploration, and deep understanding, and improving students' learning performance. However, there are still few instruments that have been systematically developed and tested for construct validity in this context. This study involved 177 students of department of mathematics at Universitas Negeri Padang from the 2022 to 2024 intake. Data were collected through a questionnaire containing 14 statement items arranged on a Likert scale. The results of the EFA analysis showed that four main factors were formed with a KMO value of 0.805 and a Bartlett's Test significance of 0.000. The four factors are called Reflective Thinking Curiosity, Routine Challenge Curiosity, Analytical Pattern Curiosity, and Active Exploration Curiosity. These findings indicate that the developed instrument is statistically valid and able to describe the multidimensional dimensions of mathematical curiosity. The implications of this study provide an empirical basis for measuring and understanding mathematical curiosity as an important part of the mathematics learning process.
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) RESEARCH TRENDS IN MATHEMATICS LEARNING Wahyuni, Astri; Kusumah, Yaya Sukjaya; Priatna Martadiputra, Bambang Avip; Purwasih, Ratni; Muhammad, Ilham; Zafrullah, Zafrullah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.8461

Abstract

The emergence of ICT in teaching and learning has contributed to improving the quality of education, because teaching and learning is ultimately an active and interesting process linked to real-world situations. ICT can be integrated into all subjects outside of physical education, including language, comprehension, math, science, and environmental science. This research examines trends and identifies publications concerning ICT in Mathematics Learning by analyzing the most prolific document sources, rankings of institutions or universities, prominent journals and articles, as well as keyword usage. Utilizing data from the Dimensions database, a total of 390 documents were gathered through the Publish or Perish (PoP) application, consolidated into a single RIS file, and analyzed using the VOSviewer application to generate network and overlay visualizations.The findings reveal an increasing trend in publications on ICT in Mathematics Learning over the past five years, with Indonesia leading in the number of documents (66), "Guangxi Normal University" as the top institution, "Journal of Physics: Conference Series" as the most prominent journal, and the article by Lo et al. (2018) as a key reference. The keyword "ICT" is not commonly associated with other variables such as case studies or stems, presenting a gap that offers opportunities for future research in this area.Penggunaan Teknologi Informasi dan Komunikasi (TIK) dalam pembelajaran telah berperan dalam meningkatkan kualitas pendidikan, menjadikan proses pembelajaran lebih aktif, menarik, dan relevan dengan situasi dunia nyata. TIK dapat diintegrasikan ke dalam berbagai mata pelajaran, seperti bahasa, pemahaman, matematika, sains, dan ilmu lingkungan, kecuali pendidikan jasmani. Penelitian ini mengeksplorasi tren dan mengidentifikasi publikasi terkait TIK dalam Pembelajaran Matematika melalui analisis jumlah dokumen terbanyak, peringkat institusi atau universitas, jurnal, dokumen, serta penggunaan kata kunci berdasarkan data dari basis data Dimensions. Dengan menggunakan analisis bibliometrik, 390 dokumen dikumpulkan melalui aplikasi Publish or Perish (PoP), dikompilasi ke dalam satu file RIS, dan dianalisis menggunakan aplikasi VOSviewer untuk menghasilkan visualisasi jaringan dan hamparan. Temuan menunjukkan adanya tren peningkatan publikasi tentang TIK dalam Pembelajaran Matematika selama lima tahun terakhir, dengan Indonesia memimpin dalam jumlah dokumen (66), “Guangxi Normal University” sebagai institusi teratas, “Journal of Physics: Conference Series” sebagai jurnal yang paling menonjol, dan artikel oleh Lo dkk. (2018) sebagai referensi utama. Kata kunci “TIK” tidak umum dikaitkan dengan variabel lain seperti studi kasus atau batang tubuh, menghadirkan celah yang menawarkan peluang untuk penelitian di masa depan di bidang ini.
DEVELOPMENT OF INQUIRY-BASED DIGITAL WORKSHEET TO IMPROVE MATHEMATICAL THINKING ABILITY Audina, Chamila Putri; Susanti, Ely; Aisyah, Nyimas
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.10811

Abstract

One of the mathematical abilities that schools are expected to develop is students’ mathematical thinking ability. However, many students still struggle in this area due to the use of learning methods that are not aligned with students’ characteristics and learning environments. These methods often lack opportunities for student interaction and fail to accommodate individual learning levels, resulting in limited engagement and development of higher-order thinking. This condition indicates the need for innovative learning approaches that promote active involvement, interaction, and reasoning. Inquiry-based learning, supported by digital worksheets, is one such approach that can help improve students’ mathematical thinking. This research aims to develop valid and practical inquiry-based digital worksheets on the topic of cubes and beams for grade 8 students and to examine their potential to enhance students’ mathematical thinking ability. The study consists of two stages: the preliminary stage, which involves the development of the worksheet concept and design, and the prototyping stage, which includes self-evaluation, expert review, one-to-one, small group, and field testing. Validity data obtained from expert reviews show an average score of 87%, categorized as very valid, while practicality data yield an average score of 79%, categorized as practical. The students’ work on the tasks indicates a high level of mathematical thinking, with 79.3% of students categorized as very good, 10.3% as good, 3.4% as sufficient, and 6.9% as less. Interview results based on mathematical thinking indicators show that the most frequently demonstrated indicator is specialization, while conjecture appears the least. These findings suggest that inquiry-based digital worksheets have the potential to support the development of students’ mathematical thinking.Salah satu kemampuan matematis yang diharapkan dapat dikembangkan di sekolah adalah kemampuan berpikir matematis siswa. Namun, banyak siswa masih mengalami kesulitan dalam mengembangkan kemampuan ini akibat penggunaan metode pembelajaran yang tidak sesuai dengan karakteristik siswa dan lingkungan belajarnya. Metode tersebut sering kali tidak memberikan ruang interaksi antarsiswa dan tidak disesuaikan dengan tingkat kemampuan siswa, sehingga keterlibatan dan pengembangan kemampuan berpikir tingkat tinggi menjadi terbatas. Kondisi ini menunjukkan perlunya inovasi pembelajaran yang mendorong keterlibatan aktif, interaksi, serta penalaran siswa. Pembelajaran berbasis inkuiri yang didukung dengan lembar kerja digital merupakan salah satu pendekatan yang berpotensi meningkatkan kemampuan berpikir matematis siswa. Penelitian ini bertujuan untuk mengembangkan lembar kerja digital berbasis inkuiri pada materi kubus dan balok untuk siswa kelas VIII SMP yang valid dan praktis, serta mengetahui potensi pengaruhnya dalam meningkatkan kemampuan berpikir matematis siswa. Penelitian ini terdiri dari dua tahap, yaitu tahap pendahuluan yang menghasilkan konsep dan desain lembar kerja, serta tahap prototyping yang meliputi evaluasi diri, tinjauan ahli, uji perorangan, uji kelompok kecil, dan uji lapangan. Data validitas diperoleh dari hasil tinjauan ahli dengan skor rata-rata 87% (kategori sangat valid), sedangkan data kepraktisan memperoleh skor rata-rata 79% (kategori praktis). Hasil pengerjaan siswa menunjukkan kemampuan berpikir matematis yang tinggi, dengan 79,3% siswa berkategori sangat baik, 10,3% baik, 3,4% cukup, dan 6,9% kurang. Berdasarkan wawancara yang mengacu pada indikator berpikir matematis, indikator yang paling sering muncul adalah spesialisasi, sedangkan indikator yang paling jarang muncul adalah dugaan (conjecture). Temuan ini menunjukkan bahwa lembar kerja digital berbasis inkuiri berpotensi mendukung pengembangan kemampuan berpikir matematis siswa.
PENGEMBANGAN VIDEO ANIMASI BERBASIS RME MATERI PENGUKURAN TIDAK BAKU UNTUK SISWA SEKOLAH DASAR Qibtiyah, Maryatul; Alim, Jesi Alexander; Guslinda, Guslinda
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.9954

Abstract

Kurangnya motivasi siswa untuk memperhatikan pembelajaran sering menjadi kendala dalam memahami konsep pengukuran tidak baku, sehingga diperlukan pendekatan pembelajaran yang lebih kontekstual seperti realistic mathematics education (RME) yang menarik perhatian siswa. Untuk mendukung pendekatan ini, diperlukan media pembelajaran yang interaktif dan relevan agar siswa lebih mudah memahami materi. Penelitian ini bertujuan untuk mengembangkan video animasi berbasis Realistic Mathematics Education (RME) sebagai media pembelajaran untuk materi pengukuran tidak baku  yang valid dan praktis bagi siswa sekolah dasar. Penelitian ini menggunakan metode pengembangan (research and development) dengan pendekatan model plomp, yang melibatkan tiga tahap utama: fase penelitian awal, fase prototipe, dan fase penilaian. Data dikumpulkan melalui observasi, wawancara, dan angket. Diperoleh validasi oleh ahli media (100%), ahli materi (91,67%), dan ahli bahasa (98,21%). Praktikalitas diuji oleh dua guru dan sembilan siswa. One-to-one evaluation menunjukkan siswa menyukai tampilan media pembelajaran yang disampaikan secara deskriptif, sedangkan small group evaluation menunjukkan kepraktisan dengan skor rata-rata siswa 93,56% dan guru 87,64%. Selain itu media ini terbukti membantu meningkatkan perhatian dan pemahaman siswa terhadap konsep pengukuran tidak baku dengan mendorong siswa untuk lebih sering bertanya dan lebih fokus dalam memperhatikan pembelajaran. Dengan demikian, video animasi berbasis RME ini dinyatakan sangat valid dan sangat praktis, sehingga layak digunakan sebagai media pembelajaran.Lack of student motivation to pay attention to learning is often an obstacle in understanding the concept of non-standard measurement, so a more contextual learning approach is needed, such as realistic mathematics education (RME) that attracts students' attention. To support this approach, interactive and relevant learning media are needed so that students can understand the material more easily. This study aims to develop animated videos still based Realistic Mathematics Education (RME) as a learning medium for non-standard measurement material valid and practical for elementary school students. This research uses a development method (research and development) with the plomp model approach, which involves three main stages: the preliminary research phase, the prototype phase, and the assessment phase. Data were collected through observation, interviews, and questionnaires. Validation was obtained by media experts (100%), material experts (91.67%), and language experts (98.21%). Practicality was tested by two teachers and nine students. One-to-one evaluation shows that students like the appearance of learning media that is presented descriptively, whereas small group evaluation demonstrating practicality with an average student score of 93.56% and teacher score of 87.64%. In addition, this media has been proven to help improve students' attention and understanding of the concept of non-standard measurement by encouraging students to ask questions more often and focus more on paying attention to learning. Thus, this RME-based animated video is declared very valid and very practical, so it is worthy of being used as a learning medium.
PENGEMBANGAN E-MODUL BERBASIS REALISITIC MATEMATICS EDUCATION MATERI BANGUN DATAR TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Nuria, Sarda; Ahmad, Syafri; Zainil, Melva; Rayendra, Rayendra
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.11956

Abstract

Penelitian ini bertujuan untuk menghasilkan e-modul berbasis realistic mathematics education yang valid dan praktis, serta mengetahui efektivitas e-modul berbasis realistic mathematics education terhadap kemampuan pemecahan masalah matematis siswa. Penelitian ini merupakan jenis penelitian dan pengembangan Research & Development. Model pengembangan yang digunakan menurut Tjeer Plomp. Prosedur model penelitian pengembangan Plomp terdiri dari tiga tahap yaitu Preliminary research, prototype phase, dan assessment phase. Hasil penelitian menunjukkan bahwa (1) Hasil uji validitas e-modul berbasis realistic mathematics education oleh validator memperoleh nilai rata-rata sebesar 92,62% kategori sangat valid. (2) hasil uji praktikalitas e-modul berbasis realistic mathematics education oleh guru dan siswa masing-masing diperoleh nilai sebesar 97% dan 94,66% kategori sangat praktis. (3) hasil uji efektivitas e-modul berbasis realistic mathematics education terhadap kemampuan pemecahan masalah matematis diperoleh nilai rata-rata sebesar 95% dengan perolehan N-Gain Score 64,78% termasuk kategori cukup efektif. Berdasarkan proses pengembangan, hasil uji validitas, praktikalitas, dan efektivitas maka dapat disimpulkan bahwa pengembangan e-modul berbasis realistic mathematics education materi bangun datar terhadap kemampuan pemecahan masalah matematis siswa merupakan e-modul yang valid, praktis dan efektif.
THE ETHNO MATHEMATICS INTEGRATED TEACHING MODULE TO INCREASE THE MATHEMATICAL PROBLEM SOLVING SKILLS Nurhadi, Muhammad; Yerizon, Yerizon; Arnawa, I Made; Yarman, Yarman; Arnellis, Arnellis
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.10986

Abstract

A teaching module equipped with LKPD can actualize a more effective and fun learning process, also can increase the mathematical problem solving skills that should mastered by the students. However, from the data acquisition results there are still many students who have difficulties in solving and resolving the mathematical problems given. So, there need innovation in using teaching module equipped with ethno mathematic integrated LKPD which can assist to increase the mathematical problem solving skills of the students. This research aims to comparing the mathematical problem solving ability of VII grade junior high school students taught with ethno mathematic integrated teaching modules with students taught with conventional methods.  This research is a quasy experiment and research design uses is randomized control group only design. The research population are whole grade seventh students of Al Madinah Islamic Boarding School which amounts are 115 people. The instrument uses is mathematical problem solving skills test. Based on the research results, the average score for experimental class students was 78,33 and the average score for control class students was 70,14. After testing the hypothesis with the t test, it is found that the ability to solve mathematical problems skills of those learning through teaching modules equipped with ethno mathematics integrated LKPD with problem based learning model are higher than the mathematical problem solving skills of those learning through conventional learning model.Modul ajar yang dilengkapi dengan LKPD dapat mewujudkan proses pembelajaran yang lebih efektif dan menyenangkan, serta dapat meningkatkan kemampuan pemecahan masalah matematis peserta didik yang harus dikuasai oleh peserta didik. Namun, dari hasil perolehan data yang didapatkan masih banyak peserta didik yang kesulitan dalam memecahkan dan menyelesaikan persoalan matematika yang diberikan. Sehingga, perlu adanya inovasi dalam penggunaan modul ajar disertai LKPD terintegrasi etnomatematika yang dapat membantu meningkatkan kemampuan pemecahan masalah peserta didik. Penelitian ini bertujuan untuk membandingkan kemampuan pemecahan masalah matematis peserta didik kelas VII SMP/MTs yang diajar dengan modul ajar terintegrasi etnomatematika dengan peserta didik yang diajar dengan metode konvensional. Penelitian ini merupakan penelitian quasy experiment dan rancangan penelitian yang digunakan adalah randomized control group only design. Populasi penelitian ini adalah seluruh peserta didik kelas VII SMP Al Madinah Islamic Boarding School yang berjumlah 115 orang. Instrumen yang digunakan berupa tes kemampuan pemecahan masalah matematis. Berdasarkan hasil penelitian diperoleh nilai rata-rata peserta didik kelas eksperimen  dan nilai rata-rata peserta didik kelas kontrol . Setelah dilakukan uji hipotesis dengan uji t diperoleh bahwa kemampuan pemecahan masalah matematis yang belajar menggunakan modul ajar dilengkapi LKPD terintegrasi etnomatematika dengan model pembelajaran problem based learning lebih tinggi dari pada kemampuan pemecahan masalah matematis yang belajar menggunakan modul ajar dengan model pembelajaran konvensional.

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