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AKSIOMA: Jurnal Program Studi Pendidikan Matematika

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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 IslÄmic 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 1,528 Documents

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PENGEMBANGAN E-MODUL OTAN BERBANTU PhET SIMULATION BERBASIS FLIPBOOK MAKER PADA MATERI OPERASI HITUNG PECAHAN Dwi Nur Afifah; Novisita Ratu; Fika Widya Pratama
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Abstrak Penelitian dan pengembangan ini dilatar belakangi oleh rendahnya kemampuan matematika peserta didik sekolah dasar. Oleh karena itu dikembangkan media pembelajaran berupa e-modul berbantu PhET simulation berbasis flipbook maker pada materi operasi hitung pecahan kelas V sekolah dasar yang diberi nama “E-Modul OTAN”. Tujuan dari penelitian ini untuk mengetahui kevalidan, kepraktisan, dan keefektifan media. Penelitian ini merupakan penelitian R & D dengan model ADDIE. Media dan instrument telah divalidasi oleh validator dan diuji cobakan pada 15 peserta didik kelas V SD N 1 Suru, Grobogan semester gasal tahun ajaran 2022-2023. Kevalidan dan kepraktisan media diperoleh dari lembar validasi, sedangkan keefektifan diperoleh dari hasil pretest-posttest dengan uji paired sample t-test serta lembar respon peserta didik. Berdasarkan uji kevalidan media dinyatakan valid dengan memperoleh skor rata-rata sebesar 96,59% berkategori sangat baik. Media pembelajaran dinyatakan praktis berdasarkan uji kepraktisan oleh validator dengan memperoleh rata-rata sebesar 97,6% berkategori sangat baik. Media pembelajaran “E-Modul OTAN” dinyatakan efektif berdasarkan hasil dari uji paired samples test menunjukkan nilai kurang dari 0,005 dengan nilai rata-rata nilai posttest (87,47%) lebih tinggi dari rata-rata nilai pretest (67,73%) serta hasil dari respon peserta didik memperoleh rata-rata sebesar 93,13% dengan kategori sangat baik.

ANALYSIS OF STUDENTS’ ERRORS IN MATHEMATICAL PROBLEM SOLVING BASED ON KASTOLAN ERROR ANALYSIS Esterlina Esterlina; Jarnawi Afgani Dahlan; Bambang Avip Priatna Martadiputra
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This research is motivated by the many mistakes made by students in solving problem-solving questions. The purpose of this research was conducted to see the causes of student errors in solving problem-solving questions based on kastolan error analysis theory. The research method used is descriptive qualitative. The instrumented object in this study involved 4 students of class XI MIA 5. The sample selection technique uses purposive sampling. The instruments used in this study were tests and interviews.The test results were obtained from a problem-solving ability test through creative problem-solving learning on linear programming material. Based on the results of the many errors found in the indicator, presenting mathematical situations in various ways and knowing the differences, and developing the concepts that have been studied. The types of errors that students have made in answering the problem included conceptual error, procedural error, and technical error

EFEKTIVITAS PROBLEM BASED LEARNING DENGAN MODEL NHT BERBANTUAN SEMPOA UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMP Endar Chrisdiyanto; Syukrul Hamdi; Jailani Jailani; Marfu'ah Nur Cahyanti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Peningkatkan hasil belajar merupakan salah satu indikator dalam menentukan keberhasilan siswa. Hasil belajar merupakan hasil pencapaian dari pemilihan model pembelajaran yang digunakan. Salah satu cara untuk meningkatkan hasil belajar dan mencapai tujuan pembelajaran melalui pendekatan pembelajaran inovatif. Pendekatan pembelajaran inovarif yang digunakan dalam pembelajaran ini yaitu problem based learning (PBL) dan numbered head together (NHT) dengan media pembelajaran menggunakan sempoa. Tujuan penelitian ini yaitu untuk megetahui efektivitas pendekatan PBL dengan model NHT berbantuan sempoa untuk meningkatkan hasil belajar siswa. Metode penelitian menggunakan quasi experiment dengan subjek siswa kelas VIII A dan VIII B SMP Muhammadiyah Boarding School Klaten yang berjumlah 37 siswa pada semester genap dan dengan desain penelitian menggunakan non-equivalent control grup design. Berdasarkan hasil penelitian didapatkan Nilai rata-rata hasil belajar siswa pada kelas eksperimen menggunakan pendekatan PBL dengan model NHT berbantuan sempoa sebesar 84,2 dan kelas kontrol menggunakan pendekatan pembelajaran konvensional sebesar 69,73. Hasil pretest dan posttest pada kelas eksperimen dan kelas kontrol berdistribusi normal dan homogen. Hasil perhitungan uji t didapatkan nilai t hitung lebih besar daripada t tabel yang artinya bahwa pelaksanaan pembelajaran dengan pendekatan PBL dengan model pembelajaran NHT berbantuan sempoa efektif untuk meningkatkan hasil belajar matematika siswa.

INCREASING STUDENTS SELF-REGULATED LEARNING THROUGH A REALISTIC MATHEMATICAL EDUCATION Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This research is motivated by the importance of students' self-regulated learning. Aims to determine the increase in self-regulated learning of students with a realistic mathematical education in learning mathematics and to know student responses. This type of research is descriptive research through questionnaire analysis. The instruments used were a self-regulated learning questionnaire and a questionnaire to see student responses. In this study, the data obtained were analyzed using a Likert attitude scale. This scale in self-regulated learning contains nine components, namely: assessing students for (1) learning initiatives, (2) diagnosing learning needs, (3) setting learning goals, (4) monitoring, organizing and controlling learning, (5 seeing difficulties as a challenge, (6) utilizing and searching for relevant learning resources, (7) selecting and determining learning strategies, (8) evaluating learning processes and outcomes, and (9) self-concept. The conclusions obtained in this study are related to self-regulated learning in mathematics can be seen as a whole by using realistic mathematics education. This shows that there are 96.76% of students who give a positive response.

PENGEMBANGAN E-LKS LIVEWORKSHEET MELALUI PENDEKATAN SAINTIFIK BERBASIS MASALAH KONTEKSTUAL MATERI BANGUN RUANG SISI DATAR Zima Ratna Sari; Nahor Murani Hutapea; Elfis Suanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Based on the study of the researcher's literature, one of the problems faced by students in learning mathematics is the difficulty with the flat sided space material in terms of instilling concepts. To overcome these problems, an educator can design Student Worksheets (SW) as an effort to help students overcome difficulties in learning. Thus, this study aims to produce an Electronic Student Worksheets (ESW) assisted by liveworksheets through the application of a contextual problem-based scientific approach to valid and practical flat sided geometric material using the Four-D development model. The stages of the Four-D development model are Define, Design, Develop, Disseminate. Grade VIII students of SMP N 40 Pekanbaru (School A) and SMP IT Al-Fityah Pekanbaru (School B) were the subjects of this study. There are two data collection instruments in this study, namely: (1) a validation sheet to see the validity level of the ESW; and (2) student questionnaire sheets to see the level of practicality of the ESW. The results showed that the developed ESW was valid according to the results of expert validation with an average score of 88.97% (very valid criteria). Furthermore, the results of the small group stage show that the ESW is practical with an average score of 83.08% (very practical criteria). Thus the development of ESW is valid and practical and is expected to help students overcome difficulties in understanding the concept of learning material.

ERROR ANALYSIS OF PROSPECTIVE MATHEMATICS TEACHER IN SOLVING ADDITIONAL AND MULTIPLICATION RULES PROBLEM IN COMBINATORICS BASED ON ADVERSITY QUOTIENT Friska Mahatri; jeri araiku; Weni Dwi Pratiwi; Muhammad Yusup
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The background of this research is that there are still many prospective teacher students who still experience difficulties in solving addition and multiplication rules in combinatorics. This research is a qualitative descriptive research that aims to find out the mistakes of prospective teacher students in solving addition and multiplication rules in combinatorics based on adversity quitient. The research subjects were student teacher candidates in the 3rd semester of Mathematics Education, Faculty of Teaching and Education, Sriwijaya University. There are stages for this research including 1) preparation stage, 2) implementation stage, 3) final stage. Data collection was in the form of questionnaires and written tests. The results of the study were that student teacher candidates who had a Quitter type adversity quotient had 0 student teacher candidates with a percentage of 0%, Camper type adversity quotient had 58 student teacher candidates with a percentage of 82.86%, Climber type adversity quotient had 12 student teacher candidates with a percentage of 17 .14%. As well as prospective teacher students in the Adversity quotient category of the Climber type, they made 4 mistakes according to Newman's procedure, namely Comprehension Error, Transformation Error, Process Skill Error and Encoding Error. Student teacher candidates in the adversity quotient category of Camperr type made 5 mistakes according to Newman's procedure, namely Reading Errors, Comprehension Errors, Transformation Errors, Process Skill Errors and Encoding Errors.

PENGARUH MEDIA PEMBELAJARAN e-LKPD BERBANTUAN LIVE WORKSHEETS TERHADAP HASIL BELAJAR PESERTA DIDIK Sri Wulandari; Rahayu Condro Murti; Banu Setyo Adi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Student learning outcomes tend to be low because the media used has not been able to improve learning outcomes even though in the era of sophisticated technology teachers can use interesting media. So that the solution to this problem, teaching materials must be developed in an interesting way. Live worksheet which contains sheets containing assignments that must be done by students. One of them is technology-based media, namely e-LKPD by live worksheets. This study aims to determine the effect of e-LKPD learning media by live worksheets on student learning outcomes. This research method uses a quantitative approach to the type of Pre-Test and Post-Test. Data collection techniques in this study used a learning outcomes questionnaire. The population used in this study was class III at SDN Girirejo and sample used in this study totaled 28 students. Data analysis using one-sample t-test. Based on the results of the Validity Test, the results showed that r = 0.396> α (0.05) so that all item items showed valid results. Reliability test if the value of α > 0.769 the value is reliable, namely 0.769. The results of the normality test for the value of learning outcomes are 0.185 > α (0.05), then the variable values are normally distributed, followed by using the one-sample t-test, the results of the t-test results are learning outcomes on the t-statistic value of 7,850> α (0.05) then reject H0. So it can be concluded that there is an influence of e-LKPD learning media assisted by live worksheets on student. Keywords: Count numbers, e-LKPD live worksheet, learning outcomes

PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL CORE DENGAN PENDEKATAN RME UNTUK MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS Any Isroaty; Sunardi Sunardi; Nurcholif Diah Sri Lestari; Didik Sugeng Pambudi; Dian Kurniati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Abstrak Rendahnya kemampuan koneksi matematis membuat peserta didik kesulitan dalam mengaitkan antara ide matematika satu dengan yang lain. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika menggunakan model Connecting, Organizing, Reflecting and Extending (CORE) dengan pendekatan Realistic Mathematics Education (RME) yang disusun untuk meningkatkan kemampuan koneksi matematis peserta didik. Perangkat yang dikembangkan terdiri dari Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD) dan Tes Hasil belajar (THB) yang berupa tes kemampuan koneksi matematis yang valid, praktis dan efektif. Metode penelitian yang digunakan pada penelitian ini adalah pengembangan dengan menggunakan model 4D Thiagarajan Semmel & Semmel dan dilakukan penelitian eksperimen untuk menganalisis pengaruh peningkatan perangkat yang dikembangkan terhadap peningkatan kemampuan koneksi matematis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran model CORE dengan pendekatan RME termasuk pada kriteria valid, praktis dan efektif. Berdasakan uji hipotesis terhadap hasil penelitian eksperimen diperoleh nilai Sig. (2-tailed) (Sig. (2-tailed ) sehingga dapat disimpulkan bahwa perangkat pembelajaran model CORE dengan pendekatan RME berpengaruh terhadap peningkatan kemampuan koneksi matematis. Abstract The low of the ability of mathematical connections makes it difficult for students to connect one material or concept to another. The study aim is to develop mathematics learning tools using Connecting, Organizing, Reflecting and Extending (CORE) models with Realistic Mathematics Education (RME) approaches to improved the mathematical connection ability of students. The developed device consists of the learning implement plan (RPP), Student Worksheet (LKPD) and learning test (THB) of mathematical connection capability test a valid, practical and effective. Research methods used in this study are development using the 4D model thiagarajan semmel & semmel and experimental studies are conducted to analyze the effect of improved devices developed on improving mathematical connection capabilities. Research shows that the CORE model learning tool with the RME approach meets valid, practical and effective criteria. Based on a hypothesis test of experimental research based on sig. (2-tailed) = 0.007 (sig. (2-tailed < 0.05) so it can be seen that the CORE model learning device with the RME approach has a significant effect on improving mathematical connection capabilities

TEACHER STUDENT’S METACOGNITIVE FAILURE WHEN SOLVING SPHERE EQUATION QUESTION AND THEIR SCAFFOLDING Dimas Femy Sasongko
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstrakPemecahan masalah adalah inti dari matematika. Untuk menentukan performa pemecahan masalah seseorang, metakognisi sering digunakan. Alih-alih sukses, kegagalan metakognisi dapat terjadi dan perancah diperlukan untuk mencapai solusi yang benar. Tiga partisipan terpilih merupakan mahasiswa Jurusan Pendidikan Matematika UIN Maulana Malik Ibrahim Malang karena performa penyelesaian soal di Tugas 1 yang rendah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan kegagalan metakognitif ketiga partisipan dan perancahnya. Lembar jawaban Tugas 1 dan wawancara berbasis Tugas 1 dari setiap peserta di triangulasi sebagai data utama. Hasil penelitian ini menunjukkan kebutaan metakognitif, fatamorgana metakognitif, dan perusakan metakognitif terjadi secara beragam dari para peserta ini. Berdasarkan kegagalan metakognitif yang terjadi, perancah yang tepat dipilih. Perancahnya yaitu meninjau, merestrukturisasi, dan membuat koneksi dari pertanyaan yang diberikan untuk membantu peserta mencapai solusi yang benar. Tugas 2, setara dengan Tugas 1, diberikan kepada ketiga peserta untuk mengamati apakah peserta ini tidak membuat kegagalan metakognisi atau tidak perlu perancah lagi. Penelitian ini memberikan contoh praktis dalam menggunakan kombinasi dari lembar jawaban tugas dan wawancara berbasis tugas untuk menilai metakognisi siswa, khususnya kegagalan metakognitif. Sebagai simpulannya, setelah kegagalan metakognitif siswa diidentifikasi, dukungan perancah yang tepat dapat diterapkan dan dapat beragam. Lalu, mutu pembelajaran matematika yang baik dapat dicapai. Kata kunci: kegagalan metakognitif; metakognisi; perancah. AbstractProblem solving is the core of mathematics. To determine one’s problem-solving performance, metacognition is frequently used. Instead of success, metacognition failure could occur and scaffolding is needed to achieve correct solution. Three selected participants are students of Mathematics Education Department of UIN Maulana Malik Ibrahim Malang, due to their low-level question-solving performance in Task 1. This qualitative research aims to describe these three participants’ metacognitive failure and their scaffolding. Task 1 answer-sheet and Task 1-based interview from each of the participants are triangulated as main data. The result of this research indicates metacognitive blindness, metacognitive mirage, and metacognitive vandalism occur variously from these participants. Based on metacognitive failure which occur, the proper scaffoldings are chosen. They are reviewing, restructuring, and making connection from the question given to help participants achieve correct solution. Task 2, equivalent with Task 1, is given to all three participants to observe whether these participants are making no metacognition failure or no need for more scaffolding. This research provides practical example in using combination from task answer sheet and task-based interview to assess students’ metacognition, particularly metacognitive failure. In conclusion, after students’ metacognitive failure is identified, proper scaffolding support may be applied and variously. Then, better mathematics learning quality can be achieved. Keywords: metacognition; metacognitive failure; scaffolding.

ANALYSIS OF MATHEMATICS PROBLEM-SOLVING ABILITY BASED ON IDEAL PROBLEM-SOLVING STEPS GIVEN STUDENT LEARNING STYLES Muhammad Isna Rosyada; Setiawan Edi Wibowo
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This research aims to describe the mathematical problem-solving abilities of students with visual, auditory, and kinesthetic learning styles in solving sequence and series questions based on IDEAL problem-solving steps. In this study, the research method used is qualitative. Grouping students based on their learning style through a student learning style questionnaire, namely visual, auditory, and kinesthetic learning styles. Furthermore, data collection was carried out, namely holding a written test with sequences and series material. Then a problem-solving analysis was carried out from the answer data and interviews with the research subjects obtained. Data collection techniques used include Questionnaires, Tests, and Interviews. Meanwhile, in this study, the triangulation technique used is time triangulation. The results of the analysis and discussion show that students with a visual learning style have good abilities in solving mathematical problems. Students with a vimal learning style have no difficulty solving math problems based on the IDEAL Problem-Solving step. Meanwhile, students with auditory and kinesthetic learning styles could only carry out the first 2 steps of solving mathematical problems based on the IDEAL Problem-Solving step, namely the Identify Problem and Define Goal stages. From the research results, the following conclusions are obtained: First, in the type of visual learning style, students can carry out problem-solving based on the IDEAL Problem-Solving step well.

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