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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.
Arjuna Subject : -
Articles 1,528 Documents
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PENGEMBANGAN LEMBAR KERJA MAHASISWA MODEL ADVANCED ORGANIZER PADA MATA KULIAH ALJABAR LINEAR ELEMENTER Yosepha Patricia Wua Laja; Zulkaidah Nur Ahzan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.8985

Abstract

The problem is that there is disequilibrium between old knowledge and new knowledge which makes mathematics education students difficult to study material on systems of linear equations in elementary linear algebra courses. Therefore, they need media that can facilitate old knowledge and new knowledge so that knowledge is equilibrium. One of the media that can be used is the advanced organizer student worksheet. The aim of this research is to produce an advance organizer model student worksheet that is valid, practical and effective. This research is development research using the ADDIE model (analysis, design, development, implementation and evaluation). At the analysis stage, needs analysis, material analysis and learning environment analysis are carried out. At the design stage, an LKM is created which has four characteristics, namely identity, presentation of an advance organizer, presentation of the main material and practice questions to strengthen the schema or cognitive structure. Then at the development stage, the LKM that has been designed is validated by experts. Then at the implementation stage, small trials are carried out to get practical LKM and large class trials to get effective LKM. Then the evaluation stage concerns the things that need to be evaluated in the LKM. After going through this research stage, the results were conclude that 87.72% valid, 94.84% practical and 59% effective for student learning outcomes.
DEVELOPMENT OF THE TEACHING MODULE NUMERATION LITERACY ABILITY OF THE CREATIVE PROBLEM SOLVING VII CLASS Kurnia Sri Hamdayani; Suherman Suherman; Yerizon Yerizon; Arnellis Arnellis
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8649

Abstract

The study is done because school has not yet had teaching modules that could facilitate numerical literacy ability. The purpose of this study is to produce cps teaching modules that can enhance valid, practical, and effective numerical literacy capabilities in ratio and proportion materials, as well as line and Angle materials. The teaching module can be used at middle school/MTs, researchers can deliver this product to other schools that need it. This research methodology uses development research methods. This study's methodologies included research and development. The educate module is developed utilizing a plomp (preliminary research, development or prototype, and absorbed phases). The preparatory step entails an assessment of needs, curriculum, concepts, and learners. The development stage contains prototypes I, II, III, and IV. The module has been deemed legitimate based on a 3.5 average for materials, language, and humanities. Next, based on the value module evaluations completed by learners and educators, they produce an average of 84.51 and 92.31 with practical criteria. Then the results of the mathematical numerical literacy capability test are obtained by an average of 85% with qualified criteria, this means that the teaching module based creative problems solving are effective to enhance the mathematical numerical literacy ability of learners. The results showed that the teaching module based on creative problems solving to improve mathematical numerical literacy ability is valid, pratis, and effective. Penelitian ini dilakukan karena di sekolah belum memiliki modul ajar yang dapat memfasilitasi kemampuan literasi numerasi matematis. Tujuan dari penelitian ini yaitu menghasilkan modul ajar berbasis CPS yang dapat meningkatkan kemampuan literasi numerasi matematis yang valid, praktis, dan efektif pada materi rasio dan proporsi, serta garis dan sudut. Modul ajar ini bisa digunakan pada sekolah tingkat SMP/MTs, peneliti bisa memberikan produk ini pada sekolah lain yang membutuhkan. Metodologi penelitian ini menggunakan metode penelitian pengembangan. Modul ajar yang dikembangkan dengan menggunakan model plomp (penelitian pendahuluan, pengembangan atau prototipe, dan tahap penyerapan). Tahap persiapan meliputi analisis kebutuhan, kurikulum, konsep, dan peserta didik. Tahap pengembangan berisi prototipe I, II, III, dan IV. Modul ajar telah dianggap sah berdasarkan rata-rata 3,5 untuk materi, bahasa, dan kegrafikan. Selanjutnya, berdasarkan nilai evaluasi modul ajar yang diisi oleh peserta didik dan pendidik menghasilkan rata-rata 84,51 dan 92,31 dengan kriteria praktis. Kemudian dari hasil tes kemampuan literasi numerasi matematis didapatkan rata-rata 85% dengan kriteria cakap, ini berarti modul ajar berbasis Creative Problem Solving efektif untuk meningkatkan kemampuan literasi numerasi matematis peserta didik. Hasil tersebut menunjukkan bahwa modul ajar berbasis Creative Problem Solving untuk meningkatkan kemampuan literasi numerasi matematis sudah valid, pratis, dan efektif.
DEVELOPMENT OF PROJECT BASED OUTDOOR LEARNING TOOLS IN GEOMETRY TO IMPROVE STUDENTS' PROBLEM SOLVING ABILITY Masrukan Masrukan; Ernita Ernita
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.8500

Abstract

The teaching tools are crucial for teachers in delivering instructional material. However, the development of learning tools that meet content standards and are of high quality is still quite rare. This research aims to develop and evaluate the quality of Project-Based Outdoor Learning (PjBOL) tools for geometry to enhance problem-solving skills. The research sample consists of students from classes VII D and VII E at SMP Negeri 2 Ungaran. The research method used is Research and Development with the Four-D model: Define, Design, Develop, Disseminate. The research instruments include expert assessment sheets, student response sheets, and problem-solving ability tests. Data analysis focuses on validity, practicality, and effectiveness. The results indicate that: (1) the developed PjBOL tools include Learning Objectives Flow, Teaching Modules, and Learning Materials for geometry to enhance problem-solving skills; and (2) the PjBOL tools are of high quality as they meet the criteria of validity, practicality, and effectiveness. The test results show that the problem-solving abilities of students using PjBOL are higher in average and proportion compared to those using Discovery Learning, and there is an improvement in students' problem-solving abilities. Based on these findings, PjBOL tools effectively enhance problem-solving skills. Perangkat pembelajaran merupakan alat yang sangat penting untuk guru dalam menyampaikan materi ajar. Namun pengembangan perangkat pembelajaran yang sesuai dengan standar isi dan berkualitas masih sangat jarang dilakukan. Penelitian ini bertujuan untuk mengembangkan dan menguji kualitas perangkat Project Based Outdoor Learning (PjBOL) materi Geometri untuk meningkatkan kemampuan pemecahan masalah. Sampel penelitian yaitu peserta didik kelas VII D dan VII E SMP Negeri 2 Ungaran. Metode penelitian adalah Research and Development dengan model Four-D yakni Define, Design, Develop, Disseminate. Instrumen penelitian yang digunakan yaitu lembar penilaian ahli, lembar respon peserta didik, dan tes kemampuan pemecahan masalah. Analisis data yang dilakukan adalah kevalidan, kepraktisan, dan keefektifan. Hasil penelitian menunjukkan bahwa; (1) perangkat PjBOL yang dikembangkan meliputi Alur Tujuan Pembelajaran, Modul Ajar, dan Bahan Ajar materi Geometri untuk meningkatkan kemampuan pemecahan masalah, dan (2) perangkat PjBOL berkualitas karena memenuhi kriteria valid, praktis, dan efektif dengan hasil tes tuntas secara klasikal, rata-rata dan proporsi kemampuan pemecahan masalah peserta didik dengan PjBOL lebih dari rata-rata dan proporsi kemampuan pemecahan masalah peserta didik dengan Discovery Learning, serta terdapat peningkatan pada kemampuan pemecahan masalah peserta didik. Berdasarkan hasil penelitian, perangkat PjBOL mampu meningkatkan kemampuan pemecahan masalah. 
MATH EDUCATIONAL GAME TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’ ALGEBRAIC THINKING Lilik Ariyanto; Muhammad Prayito; Syahru Romadhon; Achmad Buchori
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.10778

Abstract

Students in the 21st century require training in solving real-world problems involving algebraic thinking through the use of technology in order to adapt effectively to their environment. This study aims to develop a math education application on algebra material that is valid, practical and effective for improving algebraic thinking skills. This type of research is development research with the ADDIE model. The research instruments employed in this study were: 1) expert validity, 2) an algebra test sheet, and 3) a questionnaire to gather students’ reactions to the developed educational game. Validity comprised game validity and content validity, aiming to obtain a valid and usable mathematics educational game. The data was analysed descriptively through the results of the educational game validity sheet. Meanwhile, the effectiveness of the educational game was observed through the results of the algebra ability test using a t-test. Furthermore, through the student response questionnaire, the researcher was able to ascertain the practicality of using the mathematics educational game. The results of this study indicate that the results of expert validation: (1) Feasible based on the validation results of media experts and material experts; (2) Practical based on student response questionnaires with excellent criteria; and (3) Effective where the average learning outcomes of the experimental class are better than the control class, a classical completeness of 81.14% was attained, positively correlated with learning interest, which in turn contributed to learning outcomes of 72.7%.Abad 21 mengharuskan siswa untuk terlatih dalam memecahkan masalah kehidupan nyata yang berkaitan dengan pemikiran aljabar menggunakan teknologi agar mampu beradaptasi dengan baik dilingkungannya. Penelitian ini bertujuan untuk mengembangkan aplikasi pendidikan matematika pada materi aljabar yang valid, praktis dan efektif untuk meningkatkan kemampuan berpikir aljabar. Jenis penelitian ini adalah penelitian pengembangan dengan model ADDIE. Instrumen penelitian yang digunakan adalah: 1) validitas ahli, 2) lembar tes aljabar, 3) angket yang berisi reaksi  siswa kepada game  edukasi  dikembangkan.  Validitas  terdiri  dari validitas  game edukasi dan validitas materi bertujuan untuk mendapatkan game edukasi matematika yang valid dan layak digunakan. Data tersebut dianalisis deskriptif melalui hasil lembar validitas game  edukasi.  Sedangkan,  keefektifan game edukasi  dilihat  dari  hasil  tes  kemampuan aljabar dengan menggunakan perhitungan uji-t. Selanjutnya, peneliti melalui angket respon siswa peneliti dapat mengetahui kepraktisan penggunaan game edukasi matematika. Hasil penelitian ini menunjukkan bahwa hasil validasi pakar: (1) Layak berdasarkan hasil validasi pakar media dan ahli material; (2) Praktis berdasarkan  kuesioner respons siswa dengan kriteria unggulan; dan (3) Efektif dimana rata-rata hasil pembelajaran kelas eksperimen lebih baik dari kelas kontrol, persentase keuntasan klasikal adalah 81,14%, dan ada pengaruh positif minat belajar dengan hasil pembelajaran sebesar 72,7%.
PENGEMBANGAN MEDIA INTERAKTIF DENGAN ARTICULATE STORYLINE BERDASARKAN UJI RATER MENGGUNAKAN MODEL PPE PADA TEOREMA PHYTAGORAS Elis Nurhayati; Sinta Verawati Dewi; Eva Mulyani; Dedi Nurjamil
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8871

Abstract

Penelitian ini dilatar belakangi oleh kegagalan siswa dalam menyelesaikan soal teorema Phytagoras pada tahap ketiga, keempat dan adanya kesenjangan antara potensi teknologi inovatif dengan praktik pembelajaran yang masih menggunakan metode konvensional. Penelitian ini bertujuan untuk menghasilkan media pembelajaran interaktif dengan Articulate Storyline yang memenuhi kriteria valid, dan praktis dari penggunaan media yang dihasilkan. Metode penelitian menggunakan PPE. Teknik pengumpulan data dilakukan melalui wawancara tidak terstruktur dan angket. Instrumen terdiri dari lembar validasi serta angket respon siswa. Hasil penelitian menunjukkan bahwa media pembelajaran ini memenuhi standar kelayakan yang telah ditetapkan. Hasil uji koefisien kappa menunjukkan bahwa ada kesepakatan yang kuat dengan signifikansi rendah antara kedua kelompok rater. Kesepakatan rater materi memiliki koefisien kappa sebesar 0,625, kesepakatan rater media memiliki koefisien kappa sebesar 0,750. Nilai-nilai ini menunjukkan bahwa kedua kelompok rater telah sepakat secara signifikan dalam menilai kualitas media pembelajaran, dan hasil kesepakatan ini tidak terjadi secara kebetulan. Hasil angket menunjukkan bahwa siswa memberikan penilaian yang sangat baik terhadap kepraktisan media pembelajaran interaktif berbasis Android tersebut dalam penggunaannya. Hasil penelitian ini mengindikasikan bahwa pengembangan media pembelajaran interaktif dengan Articulate Storyline untuk materi teorema Phytagoras telah berhasil memenuhi standar validitas dari rater dan praktis dari siswa.This research is motivated by the failure of students in solving Phytagoras theorem problems in the third, fourth stages and the gap between the potential of innovative technology and learning practices that still use conventional methods. This research aims to produce interactive learning media with Articulate Storyline that meets the criteria of valid, and practical use of the resulting media. The research method uses PPE. Data collection techniques were conducted through unstructured interviews and questionnaires. The instruments consisted of validation sheets and student response questionnaires. The results showed that this learning media met the predetermined eligibility standards. The kappa coefficient test results show that there is a strong agreement with low significance between the two rater groups. The material rater agreement has a kappa coefficient of 0.625, the media rater agreement has a kappa coefficient of 0.750. These values indicate that both groups of raters have agreed significantly in assessing the quality of the learning media, and the results of this agreement did not occur by chance. The questionnaire results showed that students gave a very good assessment of the practicality of the Android-based interactive learning media in use. The results of this study indicate that the development of interactive learning media with Articulate Storyline for Phytagoras theorem material has been successful.
APAKAH AUGMENTED REALITY DAPAT MENSTIMULUS PEMAHAMAN KONSEP DAN VISUALISISASI GEOMETRI SISWA Khoerul Umam; Arum Fatayan; Ishaq Nuriadin; Ervin Azhar; Slamet Slamet
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8784

Abstract

Rendahnya kemampuan visualisasi siswa dalam materi geometri berkontribusi terhadap rendahnya pemahaman konsep matematis siswa perlu mendapatkan perhatian dari berbagai pihak. Berbagai alternatif teknologi yang saat ini seperti augmented reality dapat menjadi salah satu pilihan yang tepat untuk membantu visualisasi geometri. Riset ini akan memfokuskan pada peningkatan kemampuan visualisasi dan pemahaman konsep siswa pada materi geometri melalui penggunaan augmented reality. Desain pengembangan augmented reality menggunakan ADDIE. Subjek penelitian ini yaitu siswa kelas VIII yang sedang mempelajari materi kubus dan balok sebanyak 40 siswa. Instrumen penelitian ini menggunakan 5 masalah yang dapat mengukur pemahaman dan visualisasi geometri siswa. Analisis data ini akan memberikan deskripsi lengkap bagaimana tahapan pelaksanaan pengembangan dengan ADDIE melalui tahapan analisis, desian, pengembangan, implementasi, dan evaluasi. Hasil penelitian dapat disimpulkan bahwa ketertarikan siswa pada augmented reality telah mendorong mereka untuk belajar lebih lama karena visualisasi yang menarik sehingga siswa selalu berkeinginan untuk belajar. Intensitas pembelajaran yang tinggi dari siswa telah membantu meningkatkan kemampuan pemahaman konsep geometri pada waktu yang sama. Keinginan siswa untuk belajar lebih lama, dan mengeksplorasi materi sangat berkontribusi terhadap degradasi paradigma negatif matematika yang selama ini ada.  The low visualization ability of students in geometry material contributes to the low understanding of mathematical concepts. Students need attention from various parties. Various current alternative technologies such as augmented reality can be the right choice to help visualize geometry. This research will focus on improving students' visualization abilities and understanding of concepts in geometry material through the use of augmented reality. Augmented reality development design using ADDIE. The subjects of this research were 40 students in class VIII who were studying cubes and blocks. This research instrument uses 5 problems that can measure students' understanding and visualization of geometry. This data analysis will provide a complete description of the stages of implementing development with ADDIE through the stages of analysis, design, development, implementation and evaluation. The results of the research can be concluded that students' interest in augmented reality has encouraged them to study longer because of the attractive visualization so that students always want to learn. The high learning intensity of students has helped improve the ability to understand geometric concepts at the same time. Students' desire to study longer and explore the material greatly contributes to the degradation of the negative paradigm of mathematics that currently exists.
PRAKTIKALITAS E-MODUL BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Nofrinaldi Hendriko; Syafriandi Syafriandi; Armiati Armiati; Elita Zusti Jamaan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.8921

Abstract

Salah satu standar kemampuan matematika yang berperan besar bagi siswa adalah kemampuan pemecahan masalah. Namun dalam kenyataannya Kemampuan siswa dalam menyelesaikan masalah matematika masih kurang baik. Hal ini dikarenakan siswa kurang berlatih dalam menyelesaikan soal-soal yang memuat kemampuan pemecahan masalah dan soal-soal non rutin, pembelajaran di kelas masih berfokus kepada guru, secara umum, materi pembelajaran yang digunakan terbatas pada buku pelajaran. Oleh karena itu, e-modul berbasis Pembelajaran Berbasis Masalah (PBL) dikembangkan dengan tujuan untuk meningkatkan kemampuan siswa dalam memecahkan masalah. Prosedur pengembangan menggunakan model Plomp yang terdiri dari tiga fase, yaitu fase investigasi awal, fase pengembangan atau pembuatan prototipe serta fase penilaian. Subjek Uji coba adalah siswa Kelas VIII SMPN 1 Painan. Instrumen penelitian yang digunakan yaitu angket validitas dan angket praktikalitas. Uji validitas dilakukan oleh 3 orang ahli matematika, 1 orang ahli bahasa dan 1 orang ahli teknologi guruan. Uji praktikalitas dibatasi pada tahap Small group dengan 6 orang siswa. Penelitian menggunakan teknik deskriptif dan statistik deskriptif dalam analisis data. Selanjutnya, hasil penelitian menunjukkan bahwa e-modul berbais PBL sudah valid dengan skor 90,51% dan praktis digunakan dengan skor pada tahap small group 81,15% . Berdasarkan hasil penelitian disimpulkan bahwa e-modul berbasis PBL praktis dalam hal keterbacaan dan kejelasan materi, keterpakaian dan kemudahan penggunaan, daya tarik dan kesesuaian alokasi waktu serta praktis digunakan dalam meningkatkan kemampuan pemecahan masalah matematis siswa.One of the significant standards for students' mathematical abilities is problem-solving skills. However, in reality, students' mathematical problem-solving skills are still low. This is due to the need for more practice in solving problems that involve problem-solving skills and non-routine questions. Classroom learning is still teacher-focused, and instructional materials rely solely on textbooks. Therefore, an e-module based on Problem-Based Learning (PBL) has been developed to enhance students' problem-solving abilities. The development procedure follows the Plomp model, consisting of three phases: the initial investigation phase, the development or prototype creation phase, and the assessment phase. The trial subjects are eighth-grade students from SMPN 1 Painan. Research instruments used include validity questionnaires and practicality questionnaires. Validity testing involves three mathematics experts, one language expert, and one educational technology expert. Practicality testing is limited to the small group stage with six students. Research utilizes descriptive and descriptive statistical techniques in data analysis. The research results indicate that the PBL-based e-module is valid, with a score of 90.51%, and practical for use in the Small group stage, with a score of 81.15%. Based on the research findings, the PBL-based e-module is practical regarding readability and clarity of content, usability and ease of use, attractiveness and suitability of time allocation, and practical for enhancing students' mathematical problem-solving abilities.
PERAN SKEPTIS MAHASISWA DALAM MEMECAHKAN MASALAH GEOMETRI DITINJAU BERDASARKAN GENDER Purna Bayu Nugroho; Venty Meilasari; Berta Apriza; Hasan Basri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8389

Abstract

Pentingnya geometri berdampak pada suatu keharusan bagi mahasiswa matematika untuk menguasainya. Berdasarkan hasil pengamatan di lapangan, diketahui bahwa mahasiswa matematika masih mengalami beberapa kesulitan dalam menyelesaikan masalah geometri. Dari Kesulitan yang terjadi tersebut mengindikasikan bahwa skeptis dapat mengubah jawaban yang sudah benar menjadi salah dan dapat memperkuat keyakinan terhadap jawaban yang sudah benar. Hal itu menunjukkan bahwa perlu adanya kajian mendalam tentang peran skeptis dalam menyelesaikan masalah geometri. Penelitian ini bertujuan untuk mengetahui peran skeptis mahasiswa dalam menyelesaikan masalah geometri ditinjau berdasarkan gender. Penelitian ini menggunakan pendekatan kualitatif karena digunakan untuk memahami isu-isu rumit suatu  proses yang selalu berkembang dinamis. Jenis penelitian ini adalah studi kasus. Kasus yang dibahas dalam penelitian ini yaitu kasus yang berdampak fundamental terhadap belajar geometri mahasiswa. Subjek penelitian ini ialah delapan yang terdiri dari 4 perempuan dan 4 laki-laki yang mengalami skeptis terhadap jawabannya. Data penelitian ini berupa jawaban tertulis subjek, hasil rekaman wawancara, hasil rekaman think outloud, dan catatan Peneliti. Data-data tersebut dihasilkan oleh sumber data penelitian ini, ialah subjek penelitian. Hasil penelitian ini menunjukkan bahwa: (1) Peran skeptis mahasiswa laki-laki dalam memecahkan masalah geometri yaitu meneguhkan jawaban yang telah dituliskan dan menghentikan proses menjawab mahasiswa sehingga tidak diperoleh jawaban yang lengkap dan benar, (2) Peran skeptis mahasiswa perempuan dalam memecahkan masalah geometri yaitu meneguhkan, menyesatkan dan membenarkan jawaban yang telah dituliskan.The importance of geometry makes it mandatory for mathematics students to master it. Based on field observations, it is known that mathematics students still experience several difficulties in solving geometry problems. The difficulties that occur indicate that skepticism can change correct answers to wrong ones and can strengthen belief in correct answers. This shows that there is a need for an in-depth study of the role of skepticism in solving geometric problems. This research aims to determine the role of skeptical students in solving geometry problems, examined from gender perspective. This research uses a qualitative approach because it is used to understand complex issues in a process that is always developing dynamically. This type of research is a case study. The cases studied in this study are cases that have a fundamental impact on student geometry learning. The subjects of this study were eight consisting of 4 women and 4 men who were skeptical about their answers. The data for this study were in the form of the subject's written answers, recorded interviews, recorded think outloud, and researcher's notes. These data are generated by this research data source, namely the research subject. The results of this study indicate that: (1) The role of male student's skeptical role in solving geometry problems is to confirm the answers that have been written and stop the student's answering process so that a complete and correct answer is not obtained, (2) The role of female student's skeptical in solving geometry problems namely confirming, misleading and justifying the answers that have been written.
THE EFFECT OF STEM-PjBL AND ADVERSITY QUOTIENT ON HIGH SCHOOL STUDENTS’ PROBLEM SOLVING ABILITY Eki Sutisna; Aan Hendrayana; Anwar Mutaqin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8598

Abstract

The mathematics learning development is colored by advances in science and technology. The integration of STEM (Science, Technology, Engineering, and Mathematics) in today's mathematics learning should be a priority. This is due to the improving need for Human Resources who are competent in the STEM field, includes the ability to solve complex problems. In digital era, Mathematical Problem Solving Ability (KPMM) is needed. The students' are required to be competent in technology. By collaborating STEM-PjBL in learning activity, it is expected. that students' have KPMM improvement. This research aims to determine the effect of STEM-PjBL and Adversity Quotient (AQ) on KPMM. This research used quantitative approach with quasi-experimental method and nonequivalent pretest-posttest research design. This research used two classes, namely the experimental class for STEM-PjBL model and the control class for scientific approach. This research was conducted in one of the high schools in Tangerang with a population of all students in grade XI with sample around to 39 students who were selected by purposive sampling. This study used two instruments, namely the problem solving ability test instrument and the AQ non-test instrument. The results showed that STEM-PjBL and scientific learning had a positive effect on KPMM. Meanwhile AQ also had a positive effect in all categories. Beside that, this research also showed there was no interaction effect between the two of learning models and AQ on students' KPMM. Students who received STEM-PjBL and scientific learning obtained n-gain of 0.48 and 0.35, which means that there was an improvement in KPMM with a quite good category.Perkembangan pembelajaran matematika diwarnai oleh kemajuan sains dan teknologi. Integrasi STEM (Science, Technology, Engineering, and Mathematics) dalam pembelajaran matematika saat ini harus menjadi prioritas. Hal ini karena meningkatnya kebutuhan Sumber Daya Manusia (SDM) yang berkompeten dalam bidang STEM, mencakup kemampuan pemecahan masalah yang kompleks. Penelitian ini bertujuan untuk mengetahui pengaruh model STEM-PjBL dan Adversity Quotient (AQ) terhadap Kemampuan Pemecahan Masalah Matematis (KPMM). Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain penelitian nonequivalent pretest-posttest. Penelitian ini dilaksanakan di salah satu SMA kota Tangerang dengan populasi seluruh siswa kelas XI dengan sampel sebanyak 39 siswa yang dipilih secara purposive sampling. Penelitian ini menggunakan dua kelas, kelas eksperimen untuk model STEM-PjBL dan kelas kontrol untuk pendekatan saintifik. Penelitian ini menggunakan dua instrumen yaitu instrumen tes kemampuan pemecahan masalah dan instrumen non-tes AQ. Hasil penelitian ini menunjukkan bahwa STEM-PjBL dan pembelajaran saintifik memiliki pengaruh positif terhadap KPMM. Begitupun dengan AQ yang juga berpengaruh positif terhadap KPMM di semua kategorinya. Selain itu, penelitian ini juga menunjukkan tidak adanya pengaruh interaksi antara kedua model pembelajaran dan AQ terhadap KPMM. Siswa yang mendapatkan model STEM-PjBL dan pembelajaran Saintifik memperoleh n-gain sebesar 0,48 dan 0,35 yang artinya terjadi peningkatan KPMM dengan kategori cukup baik.
ANALISIS PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP TIPE CAMPER DAN QUITTER PADA MATERI ALJABAR Prayogo Prayogo; Hanim Faizah; Silviana Maya Purwasih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.7596

Abstract

Kemampuan komunikasi matematis merupakan kemampuan siswa dalam menyampaikan informasi, gagasan, mengungkapkan gagasan matematis melalui gambar/grafik, tabel, persamaan, atau bahasa sendiri. Dengan demikian, kemampuan komunikasi matematis berkaitan erat dengan kemampuan pemecahan masalah. Salah satu faktor yang mempengaruhi pemecahan masalah ialah kemampuan siswa menghadapi masalah, sehingga perlu dianalisis juga pengaruhnya dalam kemampuan komunikasi matematis. Sikap atau tanggapan seseorang dalam menghadapi suatu masalah dikenal dengan Adversity Quotient.   Adversity Quotient dibagi ke dalam tiga kategori, yaitu Climber, Camper, dan Quitter. Penelitian yang telah dilakukan adalah untuk mendeskripsikan kemampuan komunikasi matematis siswa Climber, namun masih belum dilakukan untuk siswa Camper dan Quitter. Sehingga, penelitian ini bertujuan untuk menganalisis perbedaan kemampuan komunikasi matematis siswa Camper dan Quitter. Metode yang digunakan adalah kualitatif dengan menganalisis hasil jawaban tertulis siswa dan selanjutnya dilakukan wawancara untuk melengkapi hasil. Analisis data yang digunakan adalah metode Miles and Huberman yang meliputi reduksi data, analisis data, dan penarikan kesimpulan. Sedangkan keabsahan diuji dengan melakukan triangulasi waktu. Adapun hasil yang diperoleh adalah siswa Camper memiliki kemampuan komunikasi matematis yang lebih baik dibandingkan dengan siswa Quitter, karena siswa Camper telah mampu memenuhi 4 dari 5 indikator kemampuan komunikasi matematis, sedangkan siswa Quitter hanya 2 indikator saja. Mathematical communication skills are students' ability to convey information, ideas through discussions and presentations, express mathematical ideas through pictures/graphs, tables, equations, or their own language. Therefore, mathematical communication skills are closely related to problem solving abilities. One of the factors that influences problem solving is students' ability to face problems, so it is also necessary to analyze its influence on mathematical communication skills. A person's attitude or response in facing a problem is known as the Adversity Quotient. Adversity Quotient is divided into three categories, namely Climber, Camper, and quitter. The research that has been carried out is to describe the mathematical communication skills of Climber students, but has not yet been carried out for Camper and Quitter students. So, this research aims to analyze the differences in the mathematical communication abilities of Camper and Quitter students. The method used is qualitative by analyzing the results of students' written answers and then conducting interviews to complete the results. The data analysis used is the Miles and Huberman method which includes data reduction, data analysis, and drawing conclusions. Meanwhile, to test the validity of the data, time triangulation was carried out. The results obtained are that Camper students have better mathematical communication skills compared to Quitter students, because Camper students have been able to fulfill 4 of the 5 indicators of mathematical communication ability, while Quitter students only have 2 indicators. 

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