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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 25 Documents
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Search results for , issue "Vol 14, No 3 (2025)" : 25 Documents clear
PENERAPAN DISCOVERY LEARNING BERBANTUAN MEDIA “CLEAVER” BERBASIS “GUSJIGANG” UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA Wanabuliandari, Savitri; Ardianti, Sekar Dwi; Nugraha, Fajar; Gunarhadi, Gunarhadi; Sumaji, Sumaji; Bagyana, Muhammad Fathur
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 3 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i3.9707

Abstract

Permasalahan dalam penelitian ini adalah rendahnya kemampuan pemahaman konsep matematis peserta didik di SD 3 Barongan, yang ditunjukkan melalui studi pendahuluan dengan rata-rata capaian hanya 36%, berada di bawah Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Proses pembelajaran yang monoton, berpusat pada guru, dan minim media kontekstual menyebabkan rendahnya partisipasi aktif serta minat belajar siswa. Urgensi penelitian ini terletak pada perlunya penerapan model pembelajaran yang mendorong keterlibatan aktif siswa dalam membangun pemahaman konsep secara mandiri dan bermakna. Model Discovery Learning berbantuan media CLEAVER (Cognitive Learning Application With Augmented Reality and Voice Recognition) yang terintegrasi dengan nilai lokal Gusjigang diharapkan mampu menjawab tantangan tersebut. Penelitian ini bertujuan untuk: (1) menganalisis kemampuan pemahaman konsep matematis siswa dengan model tersebut apakah memenuhi KKTP, (2) menganalisis perbedaan kemampuan pemahaman konsep sebelum dan sesudah pembelajaran, serta (3) menganalisis peningkatannya. Penelitian ini menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest. Subjek penelitian adalah 20 siswa kelas V SD 3 Barongan yang dipilih dengan teknik sampling jenuh. Instrumen penelitian berupa tes (pretest-posttest), dan data dianalisis menggunakan uji deskriptif kuantitati dan n-gain. Hasil penelitian menunjukkan bahwa model discovery learning berbantuan CLEAVER berbasis Gusjigang efektif meningkatkan kemampuan pemahaman konsep matematis siswa, ditunjukkan oleh 85% siswa yang mencapai KKTP, rata-rata nilai posttest sebesar 81, serta nilai gain 0,57 dalam kategori sedang.The problem in this study is the low ability to understand mathematical concepts of students at SD 3 Barongan, which is shown through a preliminary study with an average achievement of only 36%, below the Learning Objective Achievement Criteria (KKTP). The monotonous learning process, centered on the teacher, and minimal contextual media causes low active participation and interest in learning for students. The urgency of this study lies in the need to implement a learning model that encourages active involvement of students in building conceptual understanding independently and meaningfully. The Discovery Learning model assisted by CLEAVER media (Cognitive Learning Application With Augmented Reality and Voice Recognition) integrated with local Gusjigang values is expected to be able to answer this challenge. This study aims to: (1) analyze students' mathematical concept understanding abilities with the model whether they meet the KKTP, (2) analyze differences in conceptual understanding abilities before and after learning, and (3) analyze improvements. This study uses a quantitative approach with a one-group pretest-posttest design. The subjects of the study were 20 fifth grade students of SD 3 Barongan who were selected using a saturated sampling technique. The research instrument was a test (pretest-posttest), and the data were analyzed using quantitative descriptive and n-gain tests. The results showed that the Discovery Learning model assisted by CLEAVER based on Gusjigang was effective in improving students' mathematical concept understanding abilities, as indicated by 85% of students achieving KKTP, an average posttest score of 81, and a gain score of 0.57 in the moderate category.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS GEOGEBRA PADA PRISMA DAN LIMAS UNTUK MEMFASILITASI KEMAMPUAN PEMAHAMAN MATEMATIS SISWA Sakur, Sakur; Aourah, Putri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 3 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i3.9270

Abstract

Peran media pembelajaran sangat penting dalam membantu guru menyampaikan materi matematika yang abstrak karena pemahaman matematis siswa merupakan bagian penting dari kemampuan matematis lainnya pada objek geometri. Tujuan penelitian ialah membuat media pembelajaran prisma dan limas berbasis Geogebra yang bisa membantu siswa SMP/MTs meningkatkan pemahaman matematis mereka. Serta berperan sebagai alat dalam memberikan visualisasi kepada siswa untuk membantu dan memahami materi yang disampaikan. Penelitian ini menggunakan model Plomp, yang terdiri dari lima fase: investigasi awal, desain, realisasi, tes, evaluasi, dan revisi, dan implementasi. Media pembelajaran berbasis geogebra diuji validitas dan praktikalitasnya. Rata-rata total validitas media sebesar 5,00 dengan kategori valid pada aspek validitas isi dan rata-rata total validitas media sebesar 4,57 dengan kategori valid pada aspek validitas konstruk. Berdasarkan hasil uji coba pengguna media, media pembelajaran berbasis Geogebra dikategorikan sebagai media praktis pada lima indikator yaitu: (1) Mudah digunakan, (2) hemat waktu, (3) dapat digunakan secara mandiri, (4) animasi dan gambar membantu siswa memahami materi, dan (5) membantu siswa memiliki pemahaman matematis.The role of learning media is very important in helping teachers convey abstract mathematics material because students' mathematical understanding is an important part of other mathematical abilities in geometry objects.  The purpose of this research is to create Geogebra-based prism and pyramid learning media that can help junior high school students improve their mathematical understanding. As well as acting as a tool in providing visualization to students to help and understand the material presented. This research uses the Plomp model, which consists of five phases: initial investigation, design, realization, test, evaluation, and revision, and implementation. Geogebra-based learning media was tested for validity and practicality. The average total validity of the media was 5.00 with a valid category in the content validity aspect and the average total validity of the media was 4.57 with a valid category in the construct validity aspect. Based on the results of media user trials, Geogebra-based learning media is categorized as practical media on five indicators, namely: (1) Easy to use, (2) save time, (3) can be used independently, (4) animations and images help students understand the material, and (5) help students have mathematical understanding.
MEDIA GAMES INTERAKTIF BERBASIS WEB DENGAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA Franoto, Okfian Ari; Sumaji, Sumaji; Suryo Bintoro, Henry
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 3 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i3.11819

Abstract

Secara umum hasil belajar matematika siswa masih rendah sehingga  perlu penerapan model Problem Based Learning (PBL) yang berbantuan media pembelajaran interaktif. Penelitian ini bertujuan untuk menganalisis efektivitas penerapan. Problem Based Learning (PB)L berbantuan game untuk  meningkatkan hasil belajar  siswa.  Penelitian ini mengaplikasikan Research and Development yang dikembangkan oleh Sugiyono menggunakan model Brog and Gall dengan 10 langkah penelitian yang disederhanakan dan disesuaikan menjadi 7 langkah penelitian sesuai kebutuhan peneliti, yaitu (1) analisis potensi dan masalah, (2) pengumpulan informasi, (3) desain produk, (4)  validasi desain,  (5) revisi desain, (6) uji coba produk dan (7) revisi produk. Triangulasi data digunakan untuk menjamin validitas instrumen dengan cara membandingkan antara informasi melalui observasi, wawancara maupun dokumen.  Hasil penelitian penerapan  model Problem Based Learning (PBL) berbantuan media pembelajaran interaktif  sangat layak digunakan dalam proses pembelajaran. Terdapat tiga validator yaitu  ahli media, materi, dan bahasa menunjukkan hasil yang sangat tinggi, dengan persentase masing-masing 92,65%, 96,4%, dan 92,65%, mengkategorikan media ini sebagai "sangat layak". Respon dari guru dan siswa juga sangat positif, dengan rata-rata nilai 97,3% untuk guru dan 97,5% untuk siswa,  Oleh karena itu, penerapan model Problem Based Learning (PBL) berbantuan media  game  interaktif  dapat dikatakan   efektif dan layak digunakan dalam meningkatkan hasil belajar siswa.In general, students' mathematics learning outcomes are still low, so it is necessary to apply the Problem-Based Learning (PBL) model assisted by interactive learning media. This study aims to determine the effectiveness of the application of game-assisted Problem-Based Learning (PBL) to improve student learning outcomes. This study applies Research and Development developed by Sugiyono using the Brog and Gall model with 10 embedded research steps and adjusted to 7 research steps according to the researcher's needs, namely (1) analysis of potential and problems, (2) information collection, (3) product design, (4) design validation, (5) design revision, (6) product trial and (7) product revision. Data triangulation is used to ensure the validity of the instrument by comparing information through observation, interviews, and documents. The results of the study on the application of the Problem-Based Learning (PBL) model assisted by interactive learning media are very suitable for use in the learning process. There are three validators, namely media, material, and language experts, who show very high results, with percentages of 92.65%, 96.4%, and 92.65%, respectively, categorising this media as "very suitable". The responses from teachers and students were also very positive, with an average score of 97.3% for teachers and 97.5% for students. Therefore, the application of the Problem-Based Learning (PBL) model assisted by interactive game media can be said to be effective and suitable for use in improving student learning outcomes.
DEVELOPMENT OF AKM-BASED QUESTIONS TO FACILITATE STUDENTS' NUMERACY SKILLS Irwandi, Bayu; Hutapea, Nahor Murani; Yuanita, Putri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 3 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i3.11519

Abstract

This study was motivated by the importance of numeracy as a core competency required to face 21st-century challenges. However, results of the Minimum Competency Assessment (AKM) reveal that more than half of vocational high school (SMK) students in Indonesia fall below the minimum proficiency level in numeracy. This condition occurs due to the limited availability of practice items for students and the limited ability of teachers to develop AKM-based questions. The aim of this study was to develop valid and reliable AKM-oriented numeracy items to support students’ numeracy improvement. The development model employed was development studies, consisting of two stages: the preliminary stage (analysis and design) and the formative evaluation stage. The research was conducted at SMK Abdurrab Pekanbaru using test and interview methods for data collection. During the formative evaluation stage, the developed items were tested on 32 students to assess validity, reliability, difficulty level, and discriminating power. The results showed that 18 test items were valid, comprising 2 multiple-choice, 4 true/false, 3 matching, and 9 essay items. Reliability testing using the KR-20 formula for objective items produced a coefficient of 0.847 (very high), while Cronbach’s Alpha for essay items was 0.873 (very high). Difficulty analysis indicated 3 easy, 14 moderate, and 1 difficult item. Discrimination analysis showed that 15 items had good discriminating power and 3 had moderate levels. In conclusion, the 18 developed items were considered suitable for measuring and improving students’ numeracy skills and can serve as a reference for teachers in designing AKM-based assessments.
EXPLORING MATHEMATICAL MODELING ABILITIES IN SOLVING WORD PROBLEMS Alfath, Maliki; Kharisudin, Iqbal
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 3 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i3.12722

Abstract

Students' mathematical problem solving ability in solving word problems still faces various challenges, especially in terms of transforming contextual problems into appropriate mathematical models. Many students have difficulty in identifying variables, compiling equations, and validating the solutions obtained, resulting in low success rates in solving complex mathematical problems. Therefore, it is necessary to conduct an in-depth analysis of students' problem solving abilities to identify the specific obstacles they face and the strategies that can be developed to overcome them. This study aims to analyze students' problem solving abilities through mathematical modeling strategies in solving word problems. A qualitative approach with a phenomenological design is used to explore students' thinking processes in depth. The subjects of the study were 31 ninth grade students of SMP Negeri 4 Klaten who were selected by purposive sampling based on variations in academic ability. Data collection was carried out through observation, written tests, and in-depth interviews, then analyzed inductively. The results showed that students who answered correctly were able to understand the context of the problem, compile mathematical models appropriately, complete calculations and interpret the results systematically, especially on questions with low to medium difficulty levels. Conversely, students who answered incorrectly had difficulty in transforming the problem into mathematical form and evaluating the final results, especially on complex questions. The conclusion of this study is that the mathematical modeling strategy is effective in improving problem solving skills, but further emphasis is needed on the transformation and reflection stages to optimize students' understanding and validation of solutions.

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