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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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PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS GUIDED INQUIRY UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK Kurniawan, Arifin; Arnellis, Arnellis; Yerizon, Yerizon
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.8525

Abstract

Riset ini didasari oleh defisit kemampuan komunikasi matematis peserta didik dalam mengartikulasikan ide secara lisan maupun tulisan, yang diperparah oleh dominasi pembelajaran berpusat pada guru serta keterbatasan perangkat ajar yang representatif. Sebagai solusi strategis, penelitian ini bertujuan untuk mengonstruksi Lembar Kerja Peserta Didik (LKPD) berbasis guided inquiry pada materi lingkaran yang memenuhi kriteria valid, praktis, dan efektif. Metodologi pengembangan mengacu pada model Plomp yang mencakup tiga fase integratif: investigasi awal, pengembangan prototipe, dan tahap penilaian. Instrumen pengumpulan data meliputi angket, lembar observasi, serta tes kemampuan komunikasi matematis. Temuan penelitian menunjukkan bahwa LKPD yang dikembangkan mencapai skor validitas rata-rata 3,46 dengan kategori sangat valid. Aspek praktikalitas pada tahap small group dan field test masing-masing memperoleh persentase 91% dan 90,09% (sangat praktis). Lebih lanjut, efikasi perangkat terbukti melalui eskalasi signifikan pada perolehan skor peserta didik antara tahap pre-test dan post-test. Secara keseluruhan, LKPD berbasis guided inquiry ini dinyatakan layak secara metodologis dan empiris untuk digunakan sebagai sarana optimal dalam menstimulasi kompetensi komunikasi matematis siswa.     Driven by the suboptimal state of students' mathematical communication skills specifically in articulating ideas through oral and written media this study addresses the constraints of teacher-centered pedagogy and the scarcity of communicative-oriented instructional materials. Consequently, this research aims to develop guided inquiry-based Student Worksheets (LKPD) that fulfill the requirements of validity, practicality, and effectiveness. Adopting the Plomp development model, the study progressed through three systemic phases: preliminary research, prototyping, and assessment. Data were gathered using a multifaceted instrumentation suite, including questionnaires, observation rubrics, and mathematical communication assessments. Findings demonstrate that the developed LKPD achieved a mean validity score of 3.46, satisfying the "highly valid" criterion. Practicality metrics during the small-group and field-testing stages reached 91% and 90.09%, respectively, both categorized as highly practical. Furthermore, a comparative analysis of pre-test and post-test results indicated a significant enhancement in students' communicative competence. Ultimately, the guided inquiry-based LKPD is empirically proven to be a valid, practical, and effective instructional tool for fostering mathematical communication in the classroom.
PENGARUH MODEL PROBLEM BASED LEARNING MENGGUNAKAN PEMBELAJARAN BERDIFERENSIASI PROSES TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA Nurhalifah, Laila; Hidayat, Edi; Apiati, Vepi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.10624

Abstract

Kemampuan berpikir kreatif merupakan kompetensi esensial abad ke-21 yang perlu dikembangkan melalui pendekatan pembelajaran inovatif dan responsif terhadap keragaman kesiapan siswa. Penelitian ini bertujuan menganalisis pengaruh model Problem Based Learning (PBL) terintegrasi pembelajaran berdiferensiasi proses terhadap kemampuan berpikir kreatif siswa. Penelitian ini merupakan kuasi eksperimen dengan desain Posttest Only Control Group Design pada siswa kelas VIII SMP Negeri 4 Tasikmalaya yang terdiri dari 32 siswa kelas eksperimen dan 32 siswa kelas kontrol, yang dipilih melalui teknik Purposive Sampling. Instrumen berupa tes uraian empat soal yang telah divalidasi ahli, dan data dianalisis menggunakan Independent Sample t-Test. Hasil analisis menunjukkan bahwa terdapat perbedaan signifikan kemampuan berpikir kreatif antara kedua kelas (Sig. 2-tailed ), dimana rata-rata skor kelas eksperimen (12,44) lebih tinggi daripada kelas kontrol (11,00). Dengan demikian, integrasi model PBL dan pembelajaran berdiferensiasi proses terbukti berpengaruh positif terhadap kemampuan berpikir kreatif matematis siswa.   Creative thinking skills are an essential 21st-century competency that should be developed through innovative and responsive instructional approaches accommodating diverse learner readiness. This study aims to analyze the effect of the Problem-Based Learning (PBL) integrated with process-based differentiated instruction on students' creative thinking skills. This study employed a quasi-experimental method with a Posttest-Only Control Group Design involving eighth-grade students at SMP Negeri 4 Tasikmalaya, consisting of 32 students in the experimental class and 32 students in the control class, selected through Purposive Sampling. The instrument comprised four validated open-ended test items, and the data were analyzed using an Independent Sample t-Test. The analysis results revealed a significant difference in creative thinking abilities between the two classes (Sig. 2-tailed = 0.011 < 0.05), where the mean score of the experimental class (12.44) was higher than that of the control class (11.00). Thus, the integration of the PBL model and process-based differentiated instruction is proven to positively influence students' mathematical creative thinking abilities.
PENGEMBANGAN BUKU AJAR BANGUN DATAR SEGIEMPAT TERINTEGRASI PROJECT BASED LEARNING BERBANTUAN MATHCITYMAP PADA KEMAMPUAN PEMECAHAN MASALAH MATEMATIS Munahefi, Detalia Noriza; Aini, Aulia Hurul; Maharani, Sintya
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.14265

Abstract

Kemampuan pemecahan masalah dibutuhkan untuk mewujudkan SDGs Pendidikan berkualitas. Kemampuan ini penting diterapkan dalam berbagai konteks, termasuk pada pembelajaran matematika. Namun, kemampuan pemecahan masalah matematis peserta didik SMP Negeri 1 Poncowarno tergolong rendah. Hasil tes awal menunjukkan rata-rata skor peserta didik kelas VII B mencapai 43,75. Penelitian bertujuan mengembangkan buku ajar segi empat terintegrasi PjBL berbantuan Mathcitymap yang layak, praktis, dan efektif. Penelitian R&D dengan desain 4D yaitu define, design, development, disseminate. Hasil uji kelayakan yakni 94,7% termasuk kategori sangat layak. Hasil uji keterbacaan diperoleh rata-rata skor keterbacaan 87,8% menunjukkan mudah dipahami. Buku segi empat terintegrasi Project Based Learning (PjBL) Berbantuan MathCityMap lebih efektif dibanding pembelajaran konvensional untuk meningkatkan kemampuan pemecahan masalah matematis berdasarkan hasil uji statistika menunjukkan kemampuan pemecahan masalah matematis peserta didik dengan buku ajar tersebut lebih dari 70, persentase proporsi kemampuan pemecahan masalah matematis dengan buku ajar tersebut telah mencapai 75%, dan kemampuan pemecahan masalah matematis peserta didik dengan buku ajar tersebut lebih dari peserta didik dengan pembelajaran konvensional. Hasil uji respon peserta didik pada buku ajar sebesar 89.35% yang termasuk dalam kriteria sangat baik. Kemampuan pemecahan masalah peserta didik dengan buku ajar tersebut secara signifikan lebih baik dibandingkan peserta didik dengan pembelajaran konvensioanl, t(59) = 2,703, p = 0,009, d = 0,692. Buku ajar yang dikembangkan dinilai layak, mudah dibaca, efektif, dan memperoleh respon yang sangat baik.
IMPLEMENTASI DESAIN DIDAKTIS PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINIER SATU VARIABEL UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA pujarwati, Niki; Yunarti, Tina; Caswita, Caswita; Anggraini, Salsabila Intan; Farasiska, Jihan Tama
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.14594

Abstract

Penelitian ini bertujuan menganalisis efektivitas implementasi desain didaktis dalam meningkatkan kemampuan pemahaman konsep matematika siswa pada materi persamaan dan pertidaksamaan linear satu variabel (PLSV dan PtLSV). Studi ini dilatarbelakangi oleh rendahnya pemahaman konseptual siswa akibat pembelajaran konvensional yang belum mampu mengatasi learning obstacles pada materi aljabar. Penelitian menggunakan pendekatan kuantitatif dalam kerangka Didactical Design Research (DDR) dengan populasi 233 siswa kelas VII SMP Negeri 26 Bandar Lampung dan sampel 29 siswa yang dipilih secara purposive sampling. Instrumen berupa tes pemahaman konsep yang mencakup indikator menyatakan ulang konsep, mengklasifikasikan objek, menyajikan representasi matematis, memilih dan menggunakan prosedur, serta menerapkan konsep dalam pemecahan masalah. Data dianalisis menggunakan uji Wilcoxon karena distribusi tidak normal. Hasil penelitian menunjukkan peningkatan signifikan kemampuan pemahaman konsep siswa setelah penerapan desain didaktis (Sig. 2-tailed < 0,05), dengan rata-rata skor meningkat dari 30 (pretest) menjadi 67 (posttest). Peningkatan terjadi pada seluruh indikator, capaian tertinggi pada indikator menyatakan ulang konsep, serta tidak ditemukan perbedaan signifikan berdasarkan gender. Hasil ini menunjukkan bahwa desain didaktis yang dikembangkan efektif dalam meningkatkan pemahaman konsep materi PLSV dan PtLSV siswa SMP.   This research aimed to analyze the effectiveness of implementing a didactical design in improving students’ conceptual understanding of mathematics on the topic of linear equations and inequalities in one variable (PLSV and PtLSV). The study was motivated by students’ low conceptual understanding resulting from conventional instruction that has not effectively addressed learning obstacles in algebra. A quantitative approach within the Didactical Design Research (DDR) framework was employed, involving a population of 233 seventh-grade students at SMP Negeri 26 Bandar Lampung, with a sample of 29 students selected through purposive sampling. The research instrument was a conceptual understanding test covering indicators of restating concepts, classifying objects, presenting mathematical representations, selecting and applying procedures, and applying concepts in problem-solving. Data were analyzed using the Wilcoxon test due to non-normal distribution. The findings revealed a significant improvement in students’ conceptual understanding after the implementation of the didactical design (Sig. 2-tailed < 0.05), with the mean score increasing from 30 (pretest) to 67 (posttest). Improvement occurred across all indicators, with the highest achievement in restating concepts, and no significant differences were found based on gender. These results indicate that the developed didactical design is effective in enhancing junior high school students’ conceptual understanding of PLSV and PtLSV.
KARAKTERISTIK KONSTRUKSI KONSEP KUBUS: KAJIAN KERANGKA KERJA KONSTRUKSI APOS Setiani, Widya Rahmadatul; Nurhanurawati, Nurhanurawati; Rumite, Wayan; Rahayu, Chika; Kurniawan, Henry
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.14960

Abstract

Indonesia dalam ranking PISA menunjukkan pencapaian yang rendah dalam matematika, hanya mencapai level 2 dari 6 level pada pemahaman konseptual dalam matematika. Ini menunjukkan indikasi kualitas konstruksi konsep yang tidak cukup mapan. Penelitian ini bertujuan untuk memberikan gambaran terkait analisis kerangka kerja konsep yang dimiliki peserta didik SMP pada materi kubus. Sebanyak 160 peserta didik sebagai calon subjek dari dua SMP di Kabupaten Lampung Tengah diseleksi, dan 6 subjek terpilih dianalisis lebih lanjut menggunakan lembar jawaban, think aloud, dan wawancara. Pendekatan penelitian ini mengintegrasikan indikator pemahaman konsep, level keyakinan (CRI) dan teori konstruksi APOS. Hasil analisis pemahaman konsep kubus menunjukkan bahwa setiap peserta didik memiliki level pemahaman dengan konstruksi konsep yang beragam. Hasil yang diperoleh berupa tiga kategori pola kombinasi konstruksi konsep. Kategori pertama, Miskonsepsi – Konstruksi Parsial yang ditandai dengan level pemahaman konsep berupa miskonsepsi pada subjek disertai konstruksi konsep yang dicapai hanya sebagian dari APOS. Selanjutnya, kategori Miskonsepsi – Konstruksi Konsep Inkonsisten yang ditandai dengan level pemahaman konsep berupa miskonsepsi pada subjek disertai konstruksi konsep yang dapat dicapai tidak konsisten berupa tecapai, gagal sebagian dan gagal. Kategori yang terakhir, berupa Paham Konsep – Konstruksi Konsep Lengkap, ditandai dengan level pemahaman konsep berupa paham konsep pada subjek disertai konstruksi konsep yang dicapai adalah seluruh tahapan APOS. Temuan ini memperkaya pemahaman teoritis mengenai proses pembentukan konsep pada materi bangun ruang dan memberikan dasar yang empiris bagi desain intervensi pembelajaran yang menargetkan keterbatasan representasi dan tahapan APOS.   In the PISA rankings, Indonesia showed low achievement in mathematics, reaching only Level 2 out of 6 levels in conceptual understanding of mathematics. This indicates that the quality of conceptual construction is not sufficiently established. This study aims to provide an overview of the conceptual framework analysis of junior high school students regarding the topic of cubes. A total of 160 students from two junior high schools in Central Lampung Regency were selected as potential subjects, and 6 selected subjects were further analyzed using answer sheets, think aloud, and interviews. This research approach integrates indicators of conceptual understanding, confidence level (CRI), and the APOS construction theory. The results of the cube concept understanding analysis indicate that each student possesses varying levels of understanding with diverse conceptual constructions. The findings consist of three categories of conceptual construction patterns. The first category, Misconception – Partial Construction, is characterized by a level of conceptual understanding involving misconceptions in the subjects, accompanied by a conceptual construction that achieves only part of the APOS framework. Next, the Misconception – Inconsistent Concept Construction category is characterized by a level of conceptual understanding involving misconceptions regarding the subject, accompanied by concept construction that is inconsistent—ranging from achieved, partially failed, to failed. The final category, Conceptual Understanding – Complete Conceptual Construction, is characterized by a level of conceptual understanding involving conceptual understanding of the subject matter, accompanied by a conceptual construction that encompasses all stages of APOS. These findings enrich the theoretical understanding of the concept formation process in solid geometry and provide an empirical basis for the design of learning interventions targeting limitations in representation and APOS stages.
TRANSFORMASI SELF-EFFICACY DAN BERPIKIR KRITIS MAHASISWA MELALUI INOVASI PEMBELAJARAN STEM PADA PENDIDIKAN MATEMATIKA Sahara, Rifki; Fauziyah, Nur ‘Aini
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.15246

Abstract

Pembelajaran matematika di perguruan tinggi menuntut mahasiswa tidak hanya menguasai konsep matematis, tetapi juga memiliki self-efficacy dan kemampuan berpikir kritis yang memadai dalam menghadapi permasalahan kompleks. Penelitian ini bertujuan menganalisis efektivitas pembelajaran berbasis Science, Technology, Engineering, and Mathematics (STEM) terhadap self-efficacy dan kemampuan berpikir kritis mahasiswa pendidikan matematika. Penelitian menggunakan desain eksperimen semu nonequivalent pretest-posttest control group. Subjek penelitian terdiri atas 60 mahasiswa semester V Program Studi Tadris Matematika yang menempuh mata kuliah Matematika Ekonomi Syariah dan dipilih melalui purposive sampling, dengan masing-masing 30 mahasiswa pada kelompok eksperimen dan kelompok kontrol. Instrumen penelitian berupa angket self-efficacy 10 butir dan tes uraian kemampuan berpikir kritis 5 butir yang telah melalui pengujian validitas dan reliabilitas. Data dianalisis menggunakan ANCOVA dengan skor pretest sebagai kovariat serta MANOVA sebagai analisis komplementer. Hasil ANCOVA menunjukkan bahwa setelah skor awal dikendalikan, terdapat perbedaan skor posttest self-efficacy yang signifikan antara kelompok STEM dan kelompok kontrol, F(1, 57) = 6,599, p = 0,013, partial η² = 0,104, serta perbedaan kemampuan berpikir kritis yang signifikan, F(1, 57) = 13,873, p < 0,001, partial η² = 0,196. Sementara itu, MANOVA terhadap kedua skor posttest secara simultan belum menunjukkan perbedaan multivariat yang signifikan, Pillai’s Trace = 0,0757, F(2, 57) = 2,3335, p = 0,1062. Temuan ini menunjukkan bahwa pembelajaran berbasis STEM memberikan hasil yang lebih baik pada masing-masing luaran setelah perbedaan kemampuan awal dikendalikan, meskipun perbedaan kedua luaran secara simultan pada skor posttest belum mencapai signifikansi statistik.   Mathematics education at the university level requires students not only to master mathematical concepts but also to develop adequate self-efficacy and critical thinking skills to address complex problems. This study aimed to examine the effectiveness of Science, Technology, Engineering, and Mathematics (STEM)-based learning in enhancing the self-efficacy and critical thinking skills of mathematics education students. A quasi-experimental nonequivalent pretest-posttest control group design was employed. The participants were 60 fifth-semester students enrolled in the Mathematics Education Study Program and taking the Islamic Economic Mathematics course. They were selected through purposive sampling, with 30 students assigned to the experimental group and 30 to the control group. The research instruments consisted of a 10-item self-efficacy questionnaire and a five-item essay test of critical thinking, both of which had undergone validity and reliability testing. Data were analyzed using ANCOVA with pretest scores as covariates, complemented by MANOVA as an additional multivariate analysis. The ANCOVA results showed that, after controlling for baseline scores, there was a significant difference in posttest self-efficacy between the STEM and control groups, F(1, 57) = 6.599, p = .013, partial η² = .104, as well as a significant difference in critical thinking skills, F(1, 57) = 13.873, p < .001, partial η² = .196. However, the MANOVA of the two posttest outcomes simultaneously did not reveal a statistically significant multivariate difference, Pillai’s Trace = .0757, F(2, 57) = 2.3335, p = .1062. These findings indicate that STEM-based learning yielded better outcomes for each variable after baseline differences were controlled, although the simultaneous multivariate difference between the two posttest outcomes did not reach statistical significance.
CREATIVE REASONING OF PROSPECTIVE MATHEMATICS TEACHERS WITH DIFFERENT WORKING MEMORY CAPACITIES UNDER LOW MATHEMATICS ANXIETY Khusna, Arif Hidayatul; Hasan, Buaddin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.15426

Abstract

Problem-solving requires multiple cognitive skills, including creative reasoning, which enables individuals to generate diverse strategies. Conversely, math anxiety, as an affective factor in mathematics learning, can hinder cognitive performance during problem solving.  This study aims to describe the creative reasoning process of prospective mathematics teachers with high and low working memory capacity (WMC) who exhibit low mathematics anxiety when solving mathematical problems. This descriptive exploratory study uses a qualitative approach. The researcher served as the main instrument, supported by a Mathematics Ability Test, a Working Memory Capacity Test (OSPAN Task), a Mathematics Anxiety Test, a Mathematics Problem Solving Task, and interview guidelines. Data were analyzed through data condensation, data display, and conclusion drawing. The findings show that students with high WMC demonstrate creative reasoning by identifying problems, connecting prior concepts, and generating strategies supported by logical arguments. Meanwhile, students with low WMC develop strategies through trial-and-error, lack confidence, and exhibit conceptual weaknesses. The findings suggest that differences in WMC may be associated with differences in the quality of creative reasoning under low mathematics anxiety conditions, offering preliminary pedagogical implications for mathematics teacher education, particularly the need for instructional strategies that support working memory and foster confident, conceptually grounded creative reasoning.
PERAN TIPE KEPRIBADIAN DAN ADVERSITY QUOTIENT: ANALISIS TERHADAP KEMAMPUAN BERPIKIR PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH DASAR Rizkiah, Hafsyatul; Murti, Rahayu Condro; Buaga, Garib Firman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.15454

Abstract

Rendahnya kemampuan berpikir pemecahan masalah matematis siswa sekolah dasar sering kali dikaitkan dengan pola pembelajaran yang masih berfokus pada hafalan rumus dan kurangnya paparan terhadap soal-soal nonrutin yang menuntut kemampuan berpikir tingkat tinggi. Penelitian ini bertujuan untuk menganalisis hubungan antara tipe kepribadian dan adversity quotient (AQ) dengan kemampuan berpikir pemecahan masalah matematis siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto korelasional. Sampel penelitian berjumlah 63 siswa kelas V dari tujuh sekolah dasar negeri di Gugus 1 Kecamatan Alas Barat, Kabupaten Sumbawa. Data dikumpulkan melalui tes kemampuan berpikir pemecahan masalah matematis, angket tipe kepribadian (Eysenck Personality Inventory), dan angket adversity quotient (AQ). Seluruh instrumen telah melalui uji validitas dan reliabilitas. Analisis data dilakukan menggunakan statistik deskriptif, korelasi Pearson Product Moment, dan korelasi berganda pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara tipe kepribadian dengan kemampuan berpikir pemecahan masalah matematis (r = 0,595; p < 0,05) serta antara adversity quotient (AQ) dengan kemampuan berpikir pemecahan masalah matematis (r = 0,736; p < 0,05). Secara simultan, tipe kepribadian dan adversity quotient (AQ) juga memiliki hubungan positif dan signifikan dengan kemampuan berpikir pemecahan masalah matematis (R = 0,758; p < 0,05), dengan kontribusi sebesar 57,4%. Temuan penelitian menunjukkan bahwa selain aspek kognitif, faktor psikologis juga memiliki keterkaitan dengan kemampuan berpikir pemecahan masalah matematis siswa. Implikasi penelitian ini menunjukkan pentingnya pengembangan pembelajaran yang tidak hanya berorientasi pada penguasaan konsep, tetapi juga pada penguatan daya juang dan ketekunan siswa dalam menghadapi tantangan belajar.   The low level of mathematical problem-solving skills among elementary school students is often attributed to teaching methods that still focus on memorizing formulas and a lack of exposure to non-routine problems that require higher-order thinking skills. This study aims to analyze the relationship between personality type and adversity quotient (AQ) and students’ mathematical problem-solving skills. The study employed a quantitative approach with an ex post facto correlational design. The sample consisted of 63 fifth-grade students from seven public elementary schools in Cluster 1 of Alas Barat Subdistrict, Sumbawa Regency. Data were collected through a mathematical problem-solving ability test, a personality type questionnaire (Eysenck Personality Inventory), and an adversity quotient (AQ) questionnaire. All instruments had undergone validity and reliability testing. Data analysis was conducted using descriptive statistics, Pearson’s product-moment correlation, and multiple correlation at a significance level of 0.05. The results showed a positive and significant relationship between personality type and mathematical problem-solving ability (r = 0.595; p < 0.05) as well as between the adversity quotient (AQ) and mathematical problem-solving ability (r = 0.736; p < 0.05). Simultaneously, personality type and the adversity quotient (AQ) also had a positive and significant relationship with mathematical problem-solving ability (R = 0.758; p < 0.05), accounting for 57.4% of the variance. The research findings indicate that, in addition to cognitive aspects, psychological factors are also associated with students’ mathematical problem-solving abilities. The implications of this study highlight the importance of developing learning approaches that focus not only on conceptual mastery but also on strengthening students’ resilience and perseverance in facing learning challenges.
DEEP LEARNING-BASED STUDENT WORKSHEET ON EXPONENT NUMBERS Gunawan, Dodi; Hendroanto, Aan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.15472

Abstract

Student worksheets are a teaching tool commonly used learning tool in educational. However, at the research site, there were no LKPD integrating a deep learning approach, particularly regarding the topic of powers. Meanwhile, students are often found to have mathematical misconceptions that result in low conceptual and analytical abilities on this material. Studies shown that this approach is effective in improving students' analytical and conceptual skills. Therefore, this study aims  to create an LKPD that integrates deep learning that is not only valid but also practical. The method employed the 4D model, involving subject matter and media experts, 29 eighth-grade students SMP Muhammadiyah 1 Gamping, and two mathematics teachers. Data were collected through needs assessment questionnaires, teacher interviews, expert evaluations, and student-teacher feedback, and were then analyzed using descriptive and quantitative methods. This LKPD is designed to strengthen conceptual understanding through activities aligned with the deep learning approach. The validation of the content achieved a minimum score of 87.27%, with “excellent” category, while the validation of the media reached 71.42%, and in a “good” Category. Teacher and student responses were also categorized “good,” with minimum scores of 80.00% and 64.13%, respectively. Thus, this worksheet is suitable for use.
DEVELOPMENT OF CONCRETE PICTORIAL ABSTRACT TEACHING MATERIALS FOR ONE VARIABLE LINEAR EQUATION MISCONCEPTIONS Nadiroh, Alvin; Sabariah, Sabariah; Suharti, Suharti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.15494

Abstract

Misconceptions in solving one-variable linear equations often arise because students tend to memorize procedural rules such as moving terms across equations without understanding the underlying concept of equivalence. This study aims to develop Concrete Pictorial Abstract (CPA)-based teaching materials for one-variable linear equation material for grade VII junior high school students that are valid, practical, and effective in minimizing these misconceptions. The research employed a 4D development model consisting of the stages of define, design, develop, and disseminate. The test subjects involved 35 grade VII students and mathematics teachers at SMP Negeri 2 Sukodono. Data were collected using field notes, expert validation sheets, and practicality questionnaires. The results showed that the developed teaching materials obtained validation scores of 4.67 from learning design experts, 4.75 from media experts, and 4.92 from mathematics material experts, indicating that the teaching materials are categorized as very valid. The practicality evaluation obtained from the assessment of the three experts resulted in an average score of 95.49, categorized as usable without revision. The effectiveness test showed classical learning completeness of 91.43%, indicating that the teaching materials effectively support learning objectives. These findings suggest that CPA-based teaching materials can serve as an alternative solution to minimize misconceptions related to procedural manipulation in solving one-variable linear equations.

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