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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 1,559 Documents
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PENGEMBANGAN MODUL AJAR ETNOMATEMATIKA BERBUDAYA TABUIK PARIAMAN DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA KETERAMPILAN PEMECAHAN MASALAH Ali, Fitrah Hanifa; Jamaan, Elita Zuzti; Yerizon, Yerizon; Harisman, Yulyati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.13993

Abstract

Hasil studi pendahuluan menunjukkan bahwa kemampuan pemecahan masalah matematika murid SMP  masih tergolong rendah. Hal ini disebabkan oleh rendahnya kemampuan murid menyelesaikan  soal  non-rutin dan kontekstual. Pada saat observasi murid menunjukkan kurang antusias dan mandiri dalam proses belajar. Untuk mengatasi permasalahan ini, sebuah modul ajar etnomatematika berbudaya Tabuik Pariaman dikembangkan dengan memanfaatkan pendekatan Contextual Teaching and Learning (CTL). Modul ini dirancang khusus dengan mengaitkan konsep matematika dengan budaya lokal Tabuik Pariaman. Tujuannya adalah menciptakan bahan ajar yang menarik, bergambar, dan berwarna, sesuai dengan karakteristik murid, sekaligus meningkatkan kemampuan pemecahan masalah matematis mereka. Penelitian ini bertujuan untuk mendeskripsikan modul ajar etnomatematika berbasis CTL yang valid, praktis, dan efektif. Penelitian menggunakan model pengembangan Plomp, dengan melakukan uji coba dan pengujian. Hasilnya menunjukkan bahwa modul ini sangat valid, dengan skor 3,45. Selain itu, berdasarkan angket respon, modul ini juga dianggap sangat praktis oleh murid (91,49% dan 88,50%) dan guru (88,54%). Lebih lanjut, dari hasil tes kemampuan pemecahan masalah matematis, modul ini terbukti efektif dengan nilai efektivitas 69%. Angka ini menunjukkan bahwa modul ajar etnomatematika berbudaya Tabuik dengan pendekatan CTL ini efekif meningkatkan kemampuan pemecahan masalah matematis murid. Dengan demikian, penelitian ini menyimpulkan bahwa modul ajar yang dikembangkan telah memenuhi kriteria validitas, kepraktisan, dan efektivitas.A preliminary study showed that the mathematical problem-solving abilities of junior high school students were still relatively low. This was attributed to their poor ability to solve non-routine and contextual problems.  During observations, students demonstrated a lack of enthusiasm and independence in the learning process. To address these issues, an ethnomathematics teaching module based on the Tabuik Pariaman culture was developed, utilizing the Contextual Teaching and Learning (CTL) approach. This module was specifically designed to link mathematical concepts with the local Tabuik Pariaman culture. The goal was to create learning materials that are engaging, pictorial, and colorful, aligning with student characteristics, while also improving their mathematical problem-solving skills.This study aims to describe an ethnomathematics CTL-based teaching module that is valid, practical, and effective. The research used the Plomp development model, which involved trials and testing. The results showed that the module is highly valid, with a score of 3.45. Additionally, based on response questionnaires, the module was considered highly practical by students (91.49% and 88.50%) and teachers (88.54%). Furthermore, from the results of the mathematical problem-solving ability test, the module was proven to be effective with an effectiveness score of 69%. This figure indicates that the ethnomathematics teaching module with the Tabuik culture and CTL approach is effective in improving students' mathematical problem-solving skills. Thus, this study concludes that the developed teaching module has met the criteria of validity, practicality, and effectiveness.
VALIDITY OF DISCOVERY-BASED ETHNOMATEMATICS LESSON PLAN: A DEEP LEARNING APPROACH TO THE PYTHAGOREAN THEOREM Nurlita, Intan; Sari, Yurizka Melia
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14184

Abstract

The lack of integration of local culture into mathematics teaching, which is usually procedural and abstract in nature, is an obstacle to creating valuable, reflective learning experiences that are appropriate for the educational needs of the 21st century. This study aimed to analyze the validity of ethnomathematics-based lesson plan using the Discovery Learning model and Deep Learning approach in the mystery of the Pythagorean Theorem. The methodology applied is research and development (R&D) using a modified 4D model, focusing on the Develop (D3) stage, involving three validators: an expert lecturer in the subject matter and two mathematics teachers from junior high school as implementers. The evaluation instruments consisted of five aspects: content validity, presentation, language use, integration of the learning model, and technical validity. The results of the validation process indicated that the module is highly valid, with Aiken V values ranging from 0.75 to 1.00. This ethnomathematics-based lesson plan with Pythagorean Theorem material successfully links mathematical concepts with local culture, presents an organized and communicative learning structure, and encourages student exploration and reflection very well. These findings confirm that this learning tool is suitable for use in contextual learning of Pythagorean Theorem material. Future researchers are advised to evaluate the effectiveness of this lesson plan through its application in the classroom and to develop similar teaching tools for other materials that are in line with the local context of students.
PENGEMBANGAN GAME EDUKASI PERMATA UNTUK SISWA DISABILITAS RUNGU: STUDI VALIDITAS DAN KEPRAKTISAN Harianti, Yutri; Iswari, Mega
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.13814

Abstract

Kemampuan memahami konsep mata uang merupakan bagian penting dalam pendidikan numerasi, termasuk bagi siswa disabilitas rungu. Sayangnya, keterbatasan media pembelajaran yang sesuai dengan karakteristik visual dan kebutuhan komunikasi mereka masih menjadi tantangan dalam proses belajar. Penelitian ini bertujuan mengembangkan aplikasi game edukasi “PERMATA” (Permainan Mata Uang) berbasis Android sebagai media pembelajaran yang dirancang khusus untuk mendukung pemahaman materi mata uang bagi siswa disabilitas rungu. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE. Aplikasi dikembangkan dengan memadukan elemen visual, teks sederhana, dan avatar berbahasa isyarat SIBI sebagai pendukung utama penyampaian materi. Hasil validasi menggunakan indeks Aiken’s V menunjukkan skor 0,85 dari ahli materi dan 0,93 dari ahli media, yang mengindikasikan bahwa aplikasi berada pada kategori sangat valid. Uji kepraktisan oleh guru menunjukkan hasil sebesar 0,92, yang berarti aplikasi dinilai sangat mudah digunakan dalam konteks pembelajaran di SLB. Berdasarkan temuan tersebut, aplikasi PERMATA dinyatakan layak dan praktis untuk digunakan sebagai media pembelajaran numerasi yang sesuai dengan kebutuhan siswa disabilitas rungu.
DEVELOPMENT OF A REALISTIC MATHEMATICS EDUCATION MODULE BASED ON COASTAL CULTURE TO IMPROVE NUMERATION LITERACY Susanto, Hendra; Thahura, Farahdiba
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14348

Abstract

Despite high cognitive potential from fish consumption, coastal students face boring traditional modules; thus, a culture-based RME-AI module was developed to enhance numeracy skills. This study aims to analyze the level of validity, practicality, and effectiveness of the Realistic Mathematics Education (RME) learning module based on coastal culture with the Gemini application and how the module can improve the numeracy literacy skills of fifth grade students. The RME module development leverages students' environmental reality to facilitate mathematical learning, effectively bridging pedagogical gaps to achieve superior educational goals through contextual experiences and meaningful conceptual mastery. So that with this module it can help students in improving numeracy literacy skills. The RME-based module is said to be suitable for use if it meets three criteria: valid, practical, and effective. Based on the results of the research analysis, 1) the module was declared very valid after being revised with a percentage of 89.00%, 2) the module was declared practical with an average student response questionnaire result of 84.00% in the field test. Furthermore, 3) the normalized gain test was used to determine how effective the RME learning module was in improving students' numeracy literacy skills. The gain test results showed a value of 0.35 which indicates moderate. This means that the RME learning module based on coastal culture is effective in improving students' numeracy literacy skills. The implications suggest integrating local wisdom bridges abstract-reality gaps, while Gemini AI offers scalable, culturally-responsive models that significantly enhance student engagement and long-term retention of numeracy skills.
PENGEMBANGAN BUKU AJAR KAPITA SELEKTA MATEMATIKA SMP DENGAN PENDEKATAN RME: INISIATIF SINKRONISASI MATEMATIKA DAN SITUASI PRAKTIS Mulyati, Asrina; Wulandari, Suci; Rahmalina, Widdya; Gusteti, Meria Ultra; Hayati, Rahmatul; Azmi, Khairul; Finolia, Ria; Yunita, Andini Putri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14692

Abstract

Pembelajaran Kapita Selekta Matematika Sekolah pada program Pendidikan Matematika dihadapkan pada tantangan ketika mahasiswa memahami konsep secara prosedural, tetapi belum terlatih mengaitkannya dengan situasi praktis yang dekat dengan pengalaman belajar. Kondisi ini berimplikasi pada rendahnya kesiapan mahasiswa dalam memodelkan permasalahan kontekstual serta merancang aktivitas pembelajaran yang bermakna. Penelitian ini bertujuan merekayasa buku ajar Kapita Selekta Matematika dengan pendekatan Realistik (RME) sebagai upaya menyinkronkan konsep matematika dengan konteks nyata secara sistematis. Metode yang digunakan adalah model pengembangan Plomp yang mencakup tahap preliminary research, prototyping, dan assessment. Subjek penelitian terdiri atas 18 mahasiswa semester 3 Pendidikan Matematika Universitas Adzkia tahun akademik 2024/2025. Data diperoleh dari angket kebutuhan (mahasiswa), observasi implementasi, validasi pakar (materi dan desain), angket respons pengguna (praktikalitas), serta tes hasil belajar pretest–posttest yang dianalisis dengan N-gain. Analisis dilakukan secara deskriptif dengan persentase dan N-gain. Hasil studi pendahuluan menunjukkan 22,2% mahasiswa masih mengalami kesulitan memahami materi, penggunaan bahan ajar relatif rendah (29,15%), sementara kebutuhan terhadap penyajian sistematis berbasis media mencapai 100% dan penekanan pada masalah real 72%. Tahap assessment menghasilkan validitas materi 96% dan desain 79% dengan rata-rata 88% (sangat valid); praktikalitas berada pada rentang 87,50%–95,99% (sangat praktis). Uji efektivitas menunjukkan peningkatan hasil belajar dengan N-gain rata-rata 81,15% (tinggi), sehingga buku ajar dinyatakan efektif mendukung pemaknaan konsep melalui konteks realistis.
PENGEMBANGAN MEDIA PEMBELAJARAN SMART BOX EDU UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA TUNAGRAHITA Syarifuddin, Syarifuddin; Hidayatullah, Achmad; Anggraini, Lala
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14925

Abstract

Students with intellectual disabilities generally face significant challenges in mathematics, such as number recognition, counting, sequencing, basic arithmetic operations, and other functional numeracy tasks, due to their limited memory, abstract reasoning, and information processing speed.  This study aims to develop the Smart Box Edu learning tool to help students with intellectual disabilities improve their abilities in number recognition, counting, and performing basic operations in mathematics. The study employed the Research and Development (R&D) method using a simplified Borg & Gall model, comprising the following stages: needs analysis, design, development, expert validation, practicality testing, and effectiveness testing. Validation results indicated the medium falls into the “highly suitable” category, with an 88% score from the media expert and a 90% score from the content expert, yielding an average of 89%. The practicality test conducted by two teachers yielded an average score of 89%, while student engagement reached 87%, indicating that the media is highly practical and engaging to use. Effectiveness was assessed through a pretest–posttest on 8 students with moderate and mild intellectual disabilities, with the average score increasing from 40.5 to 77.8, representing a 92% improvement. The N-Gain calculation of 0.63 indicates a moderate level of effectiveness. The study concluded that the Smart Box Edu is a viable, practical, and effective multisensory numeracy tool capable of improving the focus, motivation, and conceptual understanding of numeracy among students with intellectual disabilities. This tool is recommended for use in special education schools and for further development to include other mathematics topics.
PENINGKATAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS MELALUI IMPLEMENTASI PEMBELAJARAN RCODE (READING, CONNECTING, OBSERVING, DISCUSSING, EVALUATING) Kusuma, Adi Candra; Al Azhar, Gillang; Wahono, Wahyu Tri; Hendra Putra, Dimas Rossiawan; Sumarmo, Agus Sukoco Heru; Hidayat, Arief Rahman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14747

Abstract

Hasil observasi terhadap mahasiswa dan dosen yang menunjukkan bahwa kegiatan selama pembelajaran matematika berfokus dengan penyediaan formula praktis dan procedural cenderung menghambat pengembangan kemampuan untuk berpikir kritis mahasiswa. Salah satu kompetensi esensial untuk menilai pendapat, menganalisis informasi, dan membuat keputusan secara rasional adalah kemampuan berfikir kritis. Oleh sebab itu, kemampuan ini diperlukan untuk memahami konsep matematis tingkat tinggi, khususnya menuntut kemampuan analisis seperti persamaan differensial. Kondisi tersebut menunjukkan perlunya model pembelajaran yang dapat mendorong peningkatan kemampuan berpikir kritis matematis yang salah satunya model pembelajaran RCODE. Penelitian ini bertujuan untuk mengetahui besarnya peningkatan kemampuan berpikir kritis matematis mahasiswa melalui penerapan pembelajaran RCODE pada mahasiswa DIII Teknik Elektronika. Jenis penelitian yang dilakukan merupakan penelitian kuantitatif dengan subjek 21 mahasiswa kelas IB semester genap tahun akademik 2024/2025 dengan pokok bahasan persamaan differensial orde dua. Pengumpulan data dilakukan melalui pemberian soal kemampuan berpikir kritis matematis, angket respon, serta wawancara untuk memperkuat temuan kuantitatif. Analisis data menggunakan SPSS dengan pengujian normal, homogen, proporsi, dan pengukuran N-gain. Temuan penelitian menyimpulkan bahwa ketercapaian mahasiswa terhadap Kriteria Ketuntasan Minimal (KKM 67) terpenuhi baik secara individu maupun klasikal dengan persentase ketuntasan sebesar 75%. Peningkatan Kemampuan Berpikir Kritis Matematis (KBKM) mahasiswa setelah penerapan pembelajaran RCODE diperoleh nilai N-gain sebesar 0,47 yang termasuk dalam kategori peningkatan cukup. Rata-rata KBKM mahasiswa mencapai 8,19 pada skala 0–10. Secara lebih rinci, aspek pemahaman terhadap masalah memperoleh skor rata-rata 8,55; aspek perencanaan atau permodelan dalam penyelesaian sebesar 8,26; aspek pelaksanaan dalam penyelesaian dan proses perhitungan sebesar 7,92; dan aspek pengambilan kesimpulan sebesar 8,03. Temuan menunjukkan pembelajaran RCODE mampu memberikan dampak positif terhadap peningkatan KBKM khususnya dalam membantu mereka memahami konsep, menganalisis strategi, mengevaluasi solusi penyelesaian masalah.The results of observations of students and lecturers indicate that mathematics learning activities that focus on the provision of practical formulas and procedural approaches typically impede the growth of students' critical thinking abilities. One of the key skills for information analysis, argument evaluation, and logical decision making is critical thinking. Consequently, it is essential for comprehending more complex mathematical ideas, particularly those that require strong analytical abilities, such as differential equations. These conditions indicate the need for a learning model that can encourage the enhancement of students’ critical thinking abilities, one of which is the RCODE teaching model. The purpose of this study is to ascertain how much RCODE learning of growth students' mathematical critical thinking abilities for Diploma III (DIII) Electronic Engineering students. The research employed a quantitative approach with 21 students of class IB in the even semester of the 2024/2025 academic year as the subjects, focusing on the topic of second-order differential equations. Data were collected through tests of mathematical critical thinking skills, response questionnaires, and interviews to strengthen the quantitative findings. Data analysis was conducted using SPSS, including tests of normality, homogeneity, proportion, and N-gain measurement. The results of the study indicate that students successfully met the Minimum Mastery Criteria (KKM = 67), both individually and collectively, achieving a classical mastery level of 75%. The enhancement of students’ Mathematical Critical Thinking Skills (MCTS) following the implementation of the RCODE learning approach produced an N-gain score of 0.47, which is categorized as a moderate level of improvement. The overall average MCTS score was 8.19 on a 0–10 scale. In more detail, the average score for the problem comprehension aspect was 8.55; for planning or solution modeling, 8.26; for execution and calculation, 7.92; and for drawing conclusions, 8.03. These results suggest that the RCODE learning approach has a positive effect on improving students’ mathematical critical thinking skills, particularly in enhancing their ability to understand concepts, analyze strategies, and evaluate problem-solving outcomes.
PENGEMBANGAN MEDIA PEMBELAJARAN E-POCKET BOOK OF MATH TERHADAP KEMAMPUAN LITERASI NUMERASI DENGAN PENDEKATAN DEEP LEARNING Novianti, Novianti; Khaulah, Siti; Safarati, Nanda
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14521

Abstract

Rendahnya literasi numerasi siswa, yang berdampak pada kemampuan mereka menyelesaikan persoalan matematis sehari-hari. Kondisi ini di dukung oleh  metode pembelajaran konvensional yang kurang inovatif, di mana siswa cenderung hanya menghafal rumus dan minim dihadapkan pada soal-soal literasi matematis. Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi keefektifan media E-Pocket Book of Math yang diintegrasikan dengan pendekatan deep learning dalam meningkatkan kemampuan literasi numerasi siswa . Penelitian ini menggunakan pendekatan Research and Development dengan model ADDIE untuk menciptakan media digital interaktif yang valid, praktis, dan efektif. Tahapan ADDIE meliputi analisis kebutuhan, perancangan, pengembangan, implementasi, dan evaluasi untuk memastikan kualitas produk media pembelajaran. Instrumen penelitian yang digunakan adalah Instrumen validasi Media,  Validasi Materi, Angket Respon Siswa dan soal Pretest dan Postest. Hasil yang diperoleh menunjukkan bahwa E-Pocket Book of Math berbasis deep learning memiliki validitas yang sangat baik dengan kategori Valid dengan persentase rata-rata 91,4%  dari aspek materi dan media, serta efektif dalam meningkatkan literasi numerasi siswa. Sedangkan untuk kepraktisan sebesar 89,4% dengan kategori Praktis. Hasil Angket yang diperoleh uji skala kecil dan besar sebesar 88 % dan 91 %. Penelitian ini menemukan bahwa pengembangan materi ajar yang tepat dan karakteristik yang relevan dapat secara signifikan meningkatkan kemampuan siswa dalam memecahkan masalah literasi matematika yang dikaji dengan adanya peningkatan  hasil belajar sebesar 35,4% dan 36,65%.  Sehingga penggunaan deep learning dalam pengembangan media pembelajaran e-pocket book of math dapat dengan kebutuhan individu siswa dan berpotensi meningkatkan efektivitas pembelajaran secara signifikan.
DIDACTICAL DESIGN RESEARCH AS A STRATEGY FOR DEVELOPING PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN MATHEMATICS TEACHERS Heriyana, Tio; Nur, Hana Astria; Yusritawati, Ita; Farhan Wahyu Puadi, Evan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14342

Abstract

The limited Pedagogical Content Knowledge (PCK) of mathematics teachers is a significant issue that leads to students encountering difficulties in learning about exponentiation and roots. This study seeks to enhance teachers' Pedagogical Content Knowledge (PCK) by implementing the Didactical Design Research (DDR) approach. This qualitative research method was applied to VIII grade students of SMP Negeri 1 Cigugur through a DDR cycle that includes design, implementation, retrospective analysis, and reflection. The results indicated that the reflective cycle of DDR successfully transformed teachers' teaching practices from procedural to more diagnostic and responsive. The main findings are empirical didactical designs that have been revised and tested to overcome students' fundamental learning barriers. It is concluded that DDR is an effective professional development model to empower teachers as learning designers.
STUDENT STRATEGIES AND ERRORS IN SOLVING MATHEMATICAL REPRESENTATION PROBLEMS ON A QUADRATIC FUNCTION MATERIAL Siregar, Hesty Marwani; Nurjanah, Nurjanah; Turmudi, Turmudi; Darhim, Darhim; Nurlaelah, Elah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14891

Abstract

Students often experience difficulties in using multiple mathematical representations when solving quadratic function problems, particularly in connecting visual, symbolic, and verbal forms. While previous studies have mainly focused on identifying students’ errors, the strategies underlying these errors remain insufficiently explored. This study aims to identify the students’ strategies when solving mathematical representation problems on quadratic functions material. Using a descriptive qualitative approach, written responses from 127 students at two public high schools in Pekanbaru were analyzed and supported by interviews with six selected students to clarify their reasoning. The findings show that students predominantly relied on procedural strategies, such as point substitution or mechanical formula use, with limited conceptual understanding. Although most students attempted the visual task, many produced inaccurate graphs. The symbolic and verbal indicators showed very high non-response rates, indicating difficulties in translating contextual information into algebraic form and expressing mathematical reasoning. These results highlight the need for instructional approaches that integrate multiple representations and strengthen conceptual connections.

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