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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 1,503 Documents
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DEVELOPMENT OF ANIMATION-BASED MATHEMATICS LEARNING MEDIA USING CANVA TO ENHANCE CONCEPTUAL UNDERSTANDING Siregar, Pariang Sonang; Hasrijal, Hasrijal; Hatika, Rindi Genesa
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13590

Abstract

Mathematics is often perceived as abstract and difficult, limiting students’ conceptual understanding and engagement. To address this challenge, this study aims to develop animation-based mathematics learning media using Canva to enhance students' conceptual understanding. Employing a research and development (R&D) methodology, the study adopts the 4D model (Define, Design, Develop, and Disseminate). The media was designed to support interactive and visual learning experiences in mathematics, specifically targeting the improvement of students’ grasp of abstract mathematical concepts. Validation was conducted by a panel of experts, including content experts, media design experts, and instructional experts. The results showed a content validity score of 92.5%, indicating that the media is highly valid in terms of content relevance, accuracy, and alignment with curriculum standards. The practicality of the media was evaluated through teacher and student responses, yielding a practicality score of 89.2%, suggesting that the media is easy to use, engaging, and effective in classroom settings. These findings demonstrate that the Canva-based animation media is both valid and practical for use in mathematics instruction. It is recommended for broader implementation to improve conceptual understanding and learner engagement in mathematics education.
PENGEMBANGAN E-MODUL BERBASIS BUDAYA JAWA UNTUK PEMAHAMAN KONSEP KESEBANGUNAN MELALUI WAYANG GUNUNGAN Ramadani, Qori; Zayar, M; wahyuni, Wahyuni
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13929

Abstract

 Matematika terkesan sulit karena banyak rumus yang terasa tidak nyata. penyebabnya adalah sedikitnya buku teks matematika Indonesia yang menyajikan soal yang relevan dengan kehidupan siswa sehingga siswa sering kesulitan memahami konsep-konsep abstrak dalam buku teks matematika. Untuk mengatasi anggapan bahwa matematika itu sulit, perlu ada inovasi dalam cara mengajar. Upaya yang sekiranya bisa kita coba lakukan adalah dengan mengaitkan konsep matematika dengan aktivitas nyata yang diketahui dalam aktivitas sehari-hari. karena itu ingin meneliti kemampuan pada siswa SMP menggunakan e-modul berbasis budaya jawa, seperti wayang gunungan, pada materi kesebangunan, diharapkan dapat memperdalam daya tangkap serta melestarikan budaya lokal jawa. Penelitian ini menerapkan metode Research and Development (R&D) dengan model 4-D yang di ajukan dengan Thiagarajan. Proses ini terdapat empat Langkah, ialah tahap pendefinisi (Define) ,perancangan (design) ,pengembangan (develop), dan Disseminate (Diseminasi). berhasil memenuhi kriteria kelayakan dari segi materi mencapai 85%, media dengan 95%, dengan ini e-modul dikatakan sangat valid. Penggunaan e-modul juga mendapat respon positif dari siswa, ditunjukkan melalui hasil angket menunjukan bahwa respon siswa "Sesuai" oleh karna itu modul dengan mengintegrasikan budaya jawa pada wayang gunungan layak digunakan.
PENGEMBANGAN E-MODUL INTERAKTIF BERBASIS MODEL E-IM3 MELALUI PENDEKATAN MATEMATIKA NALARIA REALISTIK PADA MATERI OPERASI HITUNG PECAHAN Rakhmad, Rakhmad; Murtafiah, Wasilatul; Rudyanto, Hendra Erik
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14083

Abstract

Pengembangan media pembelajaran inovatif diperlukan untuk mengatasi kesulitan siswa dalam memahami pecahan, yang hingga kini masih menjadi salah satu topik paling menantang dalam pembelajaran matematika di sekolah dasar. Penelitian ini bertujuan mengembangkan e-modul interaktif berbasis model e-IM3 melalui pendekatan Matematika Nalaria Realistik (MNR) pada materi operasi hitung pecahan serta mengevaluasi validitas, kepraktisan, dan efektivitasnya. Penelitian dilaksanakan dengan pendekatan Design Research pada 20 siswa kelas VI MIN 2 Kota Madiun. Data diperoleh melalui lembar validasi ahli, angket respon siswa, observasi kelas, serta tes hasil belajar (pre-test dan post-test). Analisis data dilakukan secara sistematis untuk menilai kelayakan e-modul. Hasil penelitian menunjukkan bahwa e-modul memperoleh skor rata-rata validasi 3,42 dari 4,00 (85,5%) dengan kategori “valid”. Uji kepraktisan menunjukkan lebih dari 85% siswa merasa e-modul menarik, mudah digunakan, dan membantu memahami materi. Dari segi efektivitas, nilai rata-rata siswa meningkat dari 70 (pre-test) menjadi 87 (post-test), sehingga terdapat peningkatan yang signifikan. Simpulan penelitian ini menunjukkan bahwa e-modul interaktif berbasis model e-IM3 dengan pendekatan MNR valid, praktis, dan efektif digunakan sebagai media pembelajaran inovatif pada materi operasi hitung pecahan di sekolah dasar.
BRIDGING ARITHMETIC TO ALGEBRA: IMPLEMENTING AN E-MODUL THROUGH DIDACTICAL DESIGN RESEARCH Ardiansari, Lia; Ariyanti, Dyah; Rozi, Mohammad Sahrul; Assiddiqi, Muhammad Fajar
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13880

Abstract

Students' difficulties in understanding algebraic concepts often stem from a procedural approach to arithmetic without deep conceptual grounding. This study aims to develop and implement an interactive e-module titled “Jembatan Aritmatika”, designed to help students build a conceptual transition from arithmetic to algebra by deepening their understanding of the equal sign (=) as a relational symbol. The study adopts a Didactical Design Research (DDR) approach, consisting of three main phases: preliminary design, experimental teaching, and retrospective analysis. The participants were upper-grade elementary school students who engaged with the e-module across several learning sessions. Instruments included pre-test and post-test questions, observation sheets, and student response questionnaires. The results showed that the e-module effectively enhanced students' understanding of the relational meaning of the equal sign and introduced them to the fundamental structure of algebraic equations in a gradual and meaningful way. Strategies such as visualization, contextual problem-solving, and the progressive use of symbolic representation proved helpful in supporting students’ reasoning about quantitative relationships. The study concludes that the “Jembatan Aritmatika” e-module holds promise as an effective learning medium for facilitating students' conceptual transition from arithmetic to algebra.
DEVELOPMENT OF AN RME-BASED GAME WITH LOCAL WISDOM CONTENT AND DEEP LEARNING STRATEGIES FOR MATHEMATICS LEARNING Hayati, Rahmi; Syahputra, Edi; Surya, Edy; Nuraina, Nuraina; Rohantizani, Rohantizani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14372

Abstract

AbstractThe main problem in elementary school mathematics learning is the low student motivation and learning outcomes caused by conventional approaches that tend to be abstract and lack connections to real-life contexts. This study aims to develop an educational game based on Realistic Mathematics Education (RME) with the integration of Acehnese local wisdom to improve students’ motivation and learning outcomes. The research employed a modified Research and Development (R&D) model of Borg & Gall, which consisted of needs analysis, design, expert validation, limited trial, revision, main field trial, and final revision. The research subjects included 30 fifth-grade students in the limited trial stage and 90 students from three different elementary schools in the main field trial, using a quasi-experimental design with a pretest-posttest control group. The instruments used were student response questionnaires, expert validation sheets, and achievement tests. Expert validation results indicated that the product was in the “highly valid” category. The limited trial showed that 90% of students considered the game easy to use and 85% felt more motivated, with learning achievement increasing from an average pretest score of 62 to 78 in the posttest; a paired-sample t-test yielded t(29) = 5.84, p < 0.001. The main field trial demonstrated a significant improvement, where the experimental class increased from an average score of 61 to 84, while the control class only increased from 63 to 72; the ANOVA results showed F(1,88) = 12.35, p < 0.01 with an effect size of 0.82 (large category). It is concluded that the RME-based educational game with Acehnese local wisdom is effective in enhancing students’ motivation and learning outcomes, and it has the potential to be further developed by adding adaptive and interactive features to strengthen student engagement.Keywords: Deep Learning; Game; Local Wisdom; RME Abstrak Permasalahan utama dalam pembelajaran matematika di sekolah dasar adalah rendahnya motivasi dan hasil belajar siswa akibat pendekatan konvensional yang cenderung abstrak serta minim keterkaitan dengan konteks nyata kehidupan sehari-hari. Penelitian ini bertujuan mengembangkan game edukatif berbasis Realistic Mathematics Education (RME) dengan integrasi kearifan lokal Aceh untuk meningkatkan motivasi dan hasil belajar siswa. Metode penelitian menggunakan Research and Development (R&D) model Borg & Gall yang dimodifikasi, melalui tahapan analisis kebutuhan, perancangan, validasi ahli, uji coba terbatas, revisi, uji coba lapangan utama, hingga revisi akhir. Subjek penelitian melibatkan 30 siswa kelas V SD pada tahap uji terbatas dan 90 siswa dari tiga sekolah dasar berbeda pada tahap uji lapangan dengan desain quasi-experiment menggunakan pretest-posttest control group design. Instrumen yang digunakan meliputi angket respon siswa, lembar validasi ahli, serta tes hasil belajar. Hasil validasi ahli menyatakan produk berada pada kategori sangat valid. Uji terbatas menunjukkan 90% siswa menilai game mudah digunakan dan 85% merasa lebih termotivasi, dengan peningkatan hasil belajar dari skor rata-rata pretest 62 menjadi 78 pada posttest; analisis uji t berpasangan menghasilkan t(29)=5,84, p<0,001. Uji lapangan menunjukkan peningkatan signifikan, di mana kelas eksperimen meningkat dari skor rata-rata 61 menjadi 84, sedangkan kelas kontrol hanya meningkat dari 63 menjadi 72; hasil ANOVA F(1,88)=12,35, p<0,01 dengan effect size 0,82 (kategori besar). Disimpulkan bahwa game edukatif berbasis RME dengan kearifan lokal Aceh efektif meningkatkan motivasi dan hasil belajar siswa, serta berpotensi dikembangkan lebih lanjut dengan penambahan fitur adaptif dan interaktif untuk memperkuat keterlibatan siswa.Kata kunci: Deep Learning; Game; Kearifan Lokal; RME 
PENINGKATAN PEMAHAMAN GEOMETRI TRANSFORMASI DENGAN PEMBELAJARAN E-LEARNING BERBASIS MASALAH KEARIFAN LOKAL Matondang, Khoiruddin; Lubis, Ulfa Annisa; Saragih, Risna Mira Bella; Prasiska, Melani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.11107

Abstract

Students often have difficulty understanding the concept of transformation geometry because it is abstract and has little to do with the real context. One of the causes is less meaningful and non-contextual learning. Therefore, one of the efforts that can be made is based on local wisdom. On the other hand, e-learning as an educational innovation has been widely used, but its application has not been optimal, especially to explain visual and abstract concepts such as transformation geometry. Therefore, an e-learning approach is needed that integrates contextual problems based on local wisdom to improve student understanding. This study aims to discuss the effect of e-learning learning based on local wisdom problems on improving students' understanding of transformation geometry. The research was conducted at Al-Azhar High School Medan, the subject of class XII research was 146 students who were selected by random sampling to select samples. The type of research used was quasi-experimental with a pretest-postest control group design. Data collection used a transformation geometry understanding ability test, including indicators of translation, dilation, reflection and rotation. The significance value of the Independent Sample t Test 0.00 < 0.05 means that there is a significant difference in the increase (gain) of experimental students with the control class. Through these results, it can be concluded that e-learning based on local wisdom problems has an effect on improving students' understanding of transformation geometry. The results of the dilatation indicator gain were 0.51, translation 0.54, reflection 0.47, rotation 0.44 with each category moderate.
PENGARUH LKPD BERBASIS ETNOMATEMATIKA DENGAN PENDEKATAN REALISTIC MATEMATIC ADUCATION TERHADAP KETERAMPILAN PROBLEM SOLVING, SELF EFFICACY DAN COLLABORATION Wati, Ronalia; Abadi, Agus Maman; Jailani, Jailani; Chrisdiyanto, Endar
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.7589

Abstract

Pada era abad 21 peserta didik harus dapat memilki kemampuan yang mampu mengasah diri nya sehingga dapat bersaing diera globalisasi. Salah satu kemampuan yang harus d miliki siswa  adalah problem solving, self efficacy dan collaboration. Tujuan dari studi ini untuk mengetahui ada pengaruh lembar kerja peserta didik berbasis etnomatematika dengan pendekatan realistic mathematic education terhadap kemampuan problem solving, self efficacy  dan collaboration. Jenis penelitian ini adalah eksperimen quasi dengan desain penelitian menggunakan One Group Pretes-Post -Test Design. Penelitian ini dilaksanakan di kelas VIII SMP Negeri 3 Kota Bengkulu semester genap pada materi Lingkaran  dengan jumlah sampel sebanyak 34 siswa. Instrument jenis tes adalah tes kemampuan problem solving berupa pretest dan post test sedangkan instrument jenis non tes adalah angket self efficacy dan collaboration. Hasil penelitian ini adalah 1) Pembelajaran dengan menggunakan LKPD berbasis etnomatematika menunjukan adanya perbedaan yang signifikan pada kemampuan problem solving, self efficacy serta collaboration siswa sebelum dan sesudah pembelajaran, 2) Pembelajaran matematika menggunakan LKPD berbasis etnomatematika.efektif untuk meningkatkan kemampuan problem solving, self efficacy serta collaboration siswa. In the era of the 21st century, students must be able to have skills that can hone themselves so they can compete in the era of globalization. One of the abilities that students must have is problem solving, self-efficacy and collaboration. The aim of this study is to determine the influence of ethnomathematics-based student worksheets with a realistic mathematical education approach on problem solving abilities, self-efficacy and collaboration. This type of research is a quasi-experiment with a research design using One Group Pretest-Post-Test Design. This research was carried out in class VIII of SMP Negeri 3 Bengkulu City, even semester on Circle material with a sample size of 34 students. The test type instrument is a problem solving ability test in the form of a pretest and post test, while the non-test type instrument is a self-efficacy and collaboration questionnaire. The results of this research are 1) Learning using ethnomathematics-based LKPD shows that there are significant differences in students' problem solving abilities, self-efficacy and collaboration before and after learning, 2) Mathematics learning using ethnomathematics-based LKPD is effective in improving problem solving abilities and self-efficacy. as well as student collaboration.
INTEGRASI KURIKULUM MERDEKA DALAM MODUL AJAR MATEMATIKA MELALUI MODEL INQUIRY LEARNING BASED ON INFORMATION LITERACY (ILBIL) Susanti, Vera Dewi; Sukestiyarno, Yohanes Leonardus; Kharisudin, Iqbal; Agoestanto, Arief
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13790

Abstract

Rendahnya literasi matematika siswa masih menjadi permasalahan dalam pembelajaran matematika di SMA. Hal ini menunjukkan bahwa pembelajaran belum sepenuhnya mengembangkan kemampuan berpikir kritis, pemecahan masalah, dan pemanfaatan informasi sesuai dengan tuntutan Kurikulum Merdeka. Oleh karena itu, diperlukan pengembangan modul ajar inovatif yang mengintegrasikan pembelajaran inquiry dan literasi informasi. Penelitian ini bertujuan mengembangkan modul ajar kelas X SMA Kyai Ageng Basyariah Madiun yang dirancang menggunakan model Inquiry Learning Based on Information Literacy (ILBIL) dan disesuaikan dengan karakteristik pembelajaran Kurikulum Merdeka. Model pengembangan yang digunakan dalam penelitian ini adalah model 4-D. Namun, ruang lingkup penelitian dibatasi hanya pada tahap define, design, dan develop, tanpa melibatkan tahap disseminate. Hasil penelitian menunjukkan bahwa: (1) tingkat validitas modul ajar berbasis ILBIL mencapai 82,4% sehingga dinyatakan sangat layak digunakan; (2) hasil uji coba memperlihatkan respon positif dari guru dengan skor 86,9% dan dari siswa dengan skor 83,08%; serta (3) nilai rata-rata N-Gain sebesar 0,3956 yang termasuk kategori sedang. Berdasarkan hasil ini, penggunaan modul ajar dengan model ILBIL terbukti dapat meningkatkan hasil belajar siswa pada materi Barisan dan Deret. Kontribusi dari penelitian ini terletak pada integrasi model ILBIL ke dalam modul ajar berbasis Kurikulum Merdeka yang belum banyak diterapkan pada konteks pembelajaran matematika SMA, khususnya materi Barisan dan Deret. Penelitian ini juga memberikan kontribusi praktis berupa modul ajar yang tervalidasi, mudah diimplementasikan, serta efektif dalam meningkatkan literasi matematika siswa. Temuan ini memperkuat bahwa penggabungan inquiry learning dengan literasi informasi merupakan pendekatan inovatif yang relevan untuk meningkatkan mutu pembelajaran matematika pada era Kurikulum Merdeka.
DEVELOPMENT OF ZEP QUIZ DIGITAL MEDIA AS A FORMATIVE ASSESSMENT INSTRUMENT ON ARITHMETIC SEQUENCES AND SERIES Lisfianisa, Syipa; Hasanah, Aan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14230

Abstract

Assessment is an essential part of the learning process as it functions to measure students’ abilities and provide feedback for educators. In today’s digital era, the use of technology-based media has become increasingly relevant for both teachers and students. This study aims to develop Zep Quiz digital media as a formative assessment instrument on the topic of Arithmetic Sequences and Series for Grade X students. The research method employed was Research and Development (R&D), consisting of the following stages: Potential and Problems, Data Collection, Product Design, Design Validation, Design Revision, Product Trial, Product Revision, and Final Product. Validation results indicate that the Zep Quiz-based assessment instrument achieved an average validity level of 91.91%, categorized as very valid. A limited trial involving 21 students and 3 teachers at SMAS Daarul Amanah showed practicality results of 86.67% for students and 96.67% for teachers, with an overall average of 91.67%, categorized as very practical. Therefore, it can be concluded that the developed Zep Quiz digital media is feasible to be used as a formative assessment instrument on the topic of Arithmetic Sequences and Series for Grade X.Asesmen merupakan bagian penting dalam proses pembelajaran karena berfungsi untuk mengukur kemampuan peserta didik serta memberikan umpan balik bagi pendidik. Pada era digital saat ini, pemanfaatan media berbasis teknologi menjadi semakin relevan, baik bagi guru maupun peserta didik. Penelitian ini bertujuan untuk mengembangkan media digital Zep Quiz sebagai instrumen asesmen formatif pada materi Barisan dan Deret Aritmetika untuk peserta didik kelas X. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan tahapan: Potensi dan Masalah, Pengumpulan Data, Desain Produk, Validasi Desain, Revisi Desain, Uji Coba Produk, Revisi Produk, dan Produk Akhir. Hasil validasi menunjukkan bahwa instrumen asesmen berbasis Zep Quizmemiliki tingkat kevalidan rata-rata sebesar 91,91% dengan kategori sangat valid. Uji coba terbatas yang melibatkan 21 peserta didik dan 3 guru di SMAS Daarul Amanah menunjukkan hasil kepraktisan sebesar 86,67% pada siswa dan 96,67% pada guru dengan rata-rata 91,67% yang termasuk dalam kategori sangat praktis. Dengan demikian, dapat disimpulkan bahwa media digital Zep Quizyang dikembangkan layak digunakan sebagai instrumen asesmen formatif pada materi Barisan dan Deret Aritmetika kelas X.
DEVELOPING PROBLEM-BASED LEARNING WORKSHEETS TO ENHANCE PROBLEM-SOLVING SKILLS IN NUMBER PATTERNS FOR JUNIOR HIGH SCHOOL STUDENTS Ismalyanti, Rima; Asmar, Ali; Fauzan, Ahmad; Arnawa, I Made
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13743

Abstract

This study aims to design a student worksheet grounded in the Problem-Based Learning (PBL) approach that meets the criteria of validity, practicality, and effectiveness to enhance junior high school students' mathematical problem-solving skills in the topic of number patterns. Employing the Plomp development framework, the research followed three sequential phases: preliminary investigation, design, and assessment. The needs analysis identified limitations in conventional teaching practices and inadequate learning resources, which often hinder student understanding. The developed worksheet integrates the five essential stages of PBL and was validated through expert evaluation, limited trials, and broader implementation. Results demonstrated that the worksheet was highly valid with an average expert score of 3.71. Practicality testing showed strong user engagement and clarity, with a score of 83.8%, while effectiveness was confirmed by a 91.4% student mastery rate in mathematical problem-solving based on Polya’s stages. These findings suggest that the PBL-based worksheet significantly contributes to students' cognitive development and offers a viable instructional tool for mathematics education.

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