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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 1,578 Documents
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STATISTICAL LITERACY KNOWLEDGE DIFFUSION: DIDACTICAL TRANSPOSITION FROM SCHOLARLY KNOWLEDGE TO KNOWLEDGE TO BE TAUGHT ON LINEAR REGRESSION Palupi Sri Wijayanti; Didi Suryadi; Dadan Dasari; Al Jupri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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Abstract

This study examines the process of external didactic transposition in linear regression material, namely the transformation of scholarly knowledge into knowledge to be taught. This transposition is important to ensure that knowledge that is complex and tends to be abstract for students can be accessed and easily understood, especially in the context of linear regression so that it can develop students' statistical literacy. The research method was conducted with a document study by analysing primary books on statistics, reference guidelines for the preparation of mathematics textbooks, and educational curriculum documents in Indonesia. The results of the study showed that the knowledge adaptations that have been identified are the meaning of dependent and independent variables, the concept of linear regression, the concept of best fit line, linear regression equation model, and random error. Although there are knowledge adaptations that facilitate understanding for students, there are also limitations in the presentation of random error distribution assumptions in the knowledge to be taught. The contribution of this research is an understanding of the construction of statistical knowledge presented in the educational context and the strengthening of materials that can develop students' statistical literacy. 
KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI ADVERSITY QUOTIENT PADA CHALLENGE-BASED ON DIFFERENTIATED LEARNING BERBANTUAN WEBSITE STEM Ananda Verry Setiawan; Adi Satrio Ardiansyah; Suparsono Suparsono
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.13829

Abstract

21st century education emphasizes the importance of critical thinking skills. Data from Programme for International Student Assessment indicate that these skills still need improvement, thus requiring instructional innovations such as Challenge-Based on Differentiated Learning (CB-DL) supported by a STEM-based website. This study aims to (1) analyze the quality of instructional innovation in enhancing critical thinking skills, (2) examine the effect of Adversity Quotient (AQ) on critical thinking skills, and (3) describe critical thinking skills in terms of AQ. The study employed mixed methods approach. Quantitative data were collected through questionnaires and tests and analyzed using RStudio, while qualitative data were collected through interviews and analyzed using technique triangulation. The results show that CB-DL supported by a STEM-based website is of high quality in improving critical thinking skills. In addition, AQ has a positive effect of 12.92% on critical thinking skills. The findings indicate that climbers-type participants fulfill the indicators of interpretation, analysis, evaluation, inference, explanation, and self-regulation, whereas campers-type participants fulfill interpretation, analysis, evaluation, inference, and explanation. This study provides significant empirical contributions to improving critical thinking skills.
PENGEMBANGAN E-MODUL INTERAKTIF BERBASIS MODEL E-IM3 MELALUI PENDEKATAN MATEMATIKA NALARIA REALISTIK PADA MATERI OPERASI HITUNG PECAHAN Rakhmad Rakhmad; Wasilatul Murtafiah; Hendra Erik Rudyanto
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.
PENGEMBANGAN MODUL AJAR MODEL PROBLEM BASED LEARNING BERBASIS ETNOMATEMATIKA GERAK TARI WANDA PA’U UNTUK MENINGKATKAN MATHEMATICAL ATTITIDE SISWA Agustina Mei; Finsensius Yesekiel Naja; Sofia Sa'o
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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Abstract

Pemahaman konsep geometri masih sangat rendah, salah satu penyebab adalah penggunaan bahan ajar serta model dan media pembelajaran tidak berpusat pada siswa. Solusinya adalah pengembangan bahan ajar dengan model serta media yang digunakan harus berpusat pada siswa, salah satunya adalah bahan ajar dengan model model problem-based learning berbasis etnomatematika. Tujuan penelitian ini adalah mengembangkan bahan ajar dengan model problem-based learning berbasis etnomatematika gerak tari wanda pa’u untuk meningkatkan mathematical attitude. Jenis penelitian yang digunakan adalah Research and Development (R&D) yang mengimplementasikan Borg and Gall. Subjek penelitian melibatkan siswa kelas V sebanyak 3 sekolah. Teknik pengumpulan data yang digunakan adalah observasi, angket, dan tes. Hasil penelitian menunjukkan bahwa Modul Ajar dan LKPD dengan model problem-based learning berbasis etnomatematika tarian wanda pa’u kategori valid dari validator dengan skor masing-masing 3,7 dan 3,6. Hasil perhitungan praktilisasi menunjukkan 98% dari guru, 93,65% dari siswa dan 95,76% keseluruhan. Hasil uji efektivitas produk dengan pengujian N-Gain score memperoleh stndar deviation 1.236 sedangkan precent N-gain 123.562. Hasil uji normalitas dan homogenitas diperoleh nilai p yang signifikan (p>0,05) dengan pola distribusi normal. Secara keseluruhan disimpulkan bahwa pengembangan modul ajar model problem based learning berbasis etnomatematika gerak tari wanda pa’u dapat meningkatkan mathematical attitude di siswa sekolah dasar.
INTEGRASI MEDIA PEMBELAJARAN MATEMATIKA “GEMILANG CAH BUMI” DALAM SISTEM ASESMEN FORMATIF PEMBELAJARAN MATEMATIKA Nurmitasari Nurmitasari; Robia Astuti; Nihayati Nihayati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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Abstract

Penelitian ini dilatarbelakangi oleh pelaksanaan asesmen formatif dalam pembelajaran matematika di sekolah dasar yang belum optimal, sehingga guru kesulitan memantau perkembangan belajar siswa dan siswa kurang termotivasi memahami konsep abstrak seperti pecahan. Tujuan penelitian ini adalah mengembangkan dan menerapkan media pembelajaran interaktif bernuansa Islami “Gemilang Cah Bumi” yang terintegrasi dengan sistem asesmen formatif untuk meningkatkan pemahaman konsep pecahan, motivasi belajar, dan keterlibatan siswa dalam pembelajaran matematika di SD Muhammadiyah se- Kabupaten Pringsewu. Penelitian menggunakan pendekatan mixed methods dengan desain pengembangan Hannafin dan Peck melalui tahap analisis kebutuhan, desain, serta pengembangan dan implementasi. Hasil validasi ahli menunjukkan bahwa media berada pada kategori sangat valid dengan rata-rata 92,8%. Uji coba menunjukkan peningkatan signifikan hasil belajar siswa dari nilai rata-rata 62,4 menjadi 83,9 (p < 0,05; d = 0,81) serta peningkatan motivasi belajar dari 64% menjadi 88% dan keterlibatan siswa dari 66% menjadi 89%. Guru dan siswa memberikan respon sangat positif terhadap tampilan, kemudahan penggunaan, dan kebermaknaan asesmen formatif dalam media. Simpulan penelitian menyatakan bahwa media “Gemilang Cah Bumi” valid, praktis, dan efektif sebagai inovasi pembelajaran matematika berbasis nilai Islami yang mengintegrasikan asesmen formatif untuk meningkatkan kualitas pembelajaran di sekolah dasar
A COGNITIVE DIAGNOSTIC ASESSMENT MODULE BASED ON CONTEXTUAL NUMERACY LITERACY Rizky Fadillah; Rachmat Wasqita
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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This study aims to develop a cognitive diagnostic assessment module in mathematics based on contextual numeracy literacy of Sumbawa for Phase D students by employing a 3D development model (Define, Design, Develop) adapted from Thiagarajan’s 4D model. In the Define stage, needs analysis was carried out through observation, interviews, and curriculum review to identify the existing diagnostic assessments used by teachers as well as the opportunities for integrating Sumbawa’s local context. The Design stage produced a draft module consisting of test blueprints, items, answer keys, assessment rubrics, and interpretation guidelines. The Develop stage resulted in Prototype I, which was validated by nine validators comprising one subject-matter expert and two practitioners for each grade level (VII, VIII, and IX). Quantitative validation results show that the material aspect obtained an average of 95.86% (VII=95.86%; VIII=95.17%; IX=95.00%), the construct aspect 94.87% (VII=97.86%; VIII=95.00%; IX=91.75%), and the language aspect 95.07% (VII=97.29%; VIII=95.67%; IX=92.25%). All aspects were categorized as very valid, indicating that the module is feasible to be used as a diagnostic assessment instrument to support adaptive mathematics learning in accordance with the students’ level of ability in Phase D.
PENGEMBANGAN LKPD DENGAN PENDEKATAN PEMBELAJARAN MENDALAM PADA MATERI KOMPOSISI FUNGSI Elen Saputri; Aan Hendroanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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Abstract

Penelitian ini fokus pada perancangan dan pengembangan LKPD dengan pendekatan pembelajaran mendalam, yaitu pendekatan yang memuliakan dengan menekankan pembelajaran bermakna, berkesadaran, dan menggembirakan melalui olah pikir, olah rasa dan olah hati yang terpadu, sehingga menghasilkan LKPD yang valid dan praktis pada materi komposisi fungsi untuk siswa kelas XI di SMK Muhammadiyah 4 Yogyakarta. Penelitian ini menerapkan metode Research and Development (R&D) dengan model 4-D, meliputi tahap Define, Design, Develop, dan Disseminate. Subjek pada penelitian ini  mencakup 23 siswa kelas XI Kuliner 1, dua guru matematika, satu validator instrumen, satu ahli materi dan satu ahli media, serta respons pengguna (guru dan siswa). Data diperoleh melalui angket analisis kebutuhan, pedoman wawancara, angket validasi ahli materi dan ahli media, serta respons dari guru dan siswa. Teknik analisis dilakukan dengan menggabungkan pendekatan kualitatif deskriptif dan kuantitatif, dengan pengelompokan hasil angket berdasarkan kriteria dan batas kategori minimal baik yang sudah ditetapkan. Validasi ahli materi dan ahli media menunjukkan persentase minimal masing-masing sebesar 82,85% dan 80% dengan kategori minimal baik, sehingga LKPD memenuhi standar kevalidan. Uji kepraktisan menunjukkan persentase respons minimal sebesar 88% dari guru dan 67,68% dari siswa, sehingga LKPD dinyatakan praktis dan mudah digunakan. Penelitian ini terbatas pada uji kevalidan dan kepraktisan produk, belum menguji efektifitas produk terhadap peningkatan hasil belajar siswa. kesimpulannya, LKPD yang dikembangkan memenuhi kriteria valid dan praktis sehingga dapat digunakan sebagai bahan ajar pada materi komposisi fungsi. 
DIGITALISASI PEMBELAJARAN MATEMATIKA KONTEKSTUAL: PENGEMBANGAN FLIPBOOK ETNOMATEMATIKA BANGUN DATAR DENGAN KEARIFAN LOKAL PONTIANAK Hidayu Sulisti; Tri Ratna Sari; Desty Septianawati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
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Potensi etnomatematika di Kota Pontianak belum banyak dimanfaatkan dalam proses pembelajaran. Padahal, Kota Pontianak memiliki potensi besar dalam mengembangkan pembelajaran matematika inovatif yang menggabungkan budaya lokal dan teknologi guna meningkatkan kemampuan serta apresiasi budaya peserta didik di era industri 4.0. Penelitian ini berfokus pada pengembangan media flipbook berbasis etnomatematika budaya lokal Kota Pontianak untuk pembelajaran materi bangun datar di kelas V SDSP Assalam Pontianak. Melalui tahapan model 4D, diperoleh media yang layak dan praktis digunakan. Rancangan media memadukan elemen budaya seperti Istana Kadriah, Rumah Adat Melayu, Kain Corak Insang, dan Tugu Khatulistiwa. Berdasarkan penilaian para ahli, tingkat validasi yang diperoleh termasuk dalam kategori sangat tinggi, sedangkan uji coba terbatas memperlihatkan peningkatan hasil belajar signifikan dengan rata-rata pretest 4,17 dan posttest 60. Nilai uji Wilcoxon 0,000 (<0,05) menegaskan perbedaan signifikan. Selain itu, kegiatan pembelajaran menggunakan media flipbook materi bangun datar kelas V berbasis etnomatematika budaya lokal kota pontianak memiliki dampak yang baik terhadap hasil belajar peserta didik, dilihat dari nilai effect size sebesar 0,7 yang masuk pada kategori sedang. Angket kepraktisan peserta didik (82,8%) dan guru (93,3%) menunjukkan kategori sangat praktis. Terakhir, media dikemas dalam bentuk aplikasi dan HTML. Dengan demikian, flipbook berbasis etnomatematika ini layak, efektif, dan praktis digunakan sebagai media pembelajaran yang mengintegrasikan teknologi, budaya lokal, dan memberi dampak terhadap peningkatan hasil belajar matematika peserta didik.
PREDICTIVE RELATIONSHIP BETWEEN MATHEMATICAL REFLECTIVE THINKING AND MATHEMATICAL LITERACY AMONG PROSPECTIVE TEACHERS Reni Nuraeni; Rizky Rosjanuardi; Al Jupri; Elah Nurlaelah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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This study examines the predictive relationship between mathematical reflective thinking and mathematical literacy among prospective mathematics teachers, an area that remains relatively underexplored in teacher education research. Reflective thinking  is closely associated with higher-order cognitive and metacognitive processes that may support individuals in formulating, interpreting, and evaluating mathematical ideas in contextual situations. Therefore, this study aims to investigate the extent to which mathematical reflective thinking predicts mathematical literacy among prospective mathematics teachers. A quantitative correlational design was employed involving 30 prospective mathematics teachers from a private university in Garut Regency, Indonesia, selected through purposive sampling. Data were collected using mathematical reflective thinking and mathematical literacy tests developed based on Dewey’s reflective thinking indicators and PISA mathematical literacy frameworks. The instruments underwent expert validation involving five mathematics education experts and statistical validity and reliability testing. Simple linear regression analysis revealed a statistically significant predictive relationship between reflective thinking and mathematical literacy (t = 3.507, p = 0.002). Reflective thinking explained 30.5% of the variance in mathematical literacy (R2 = 0.305), indicating that although reflective thinking contributes substantially, other factors may also influence mathematical literacy development. These findings suggest that strengthening reflective thinking skills may support the enhancement of mathematical literacy among prospective mathematics teachers and provide implications for instructional design and teacher education practices.
Creative Thinking Skills of Junior High School Students in Solving Problems Based on Mathematics Anxiety Stefany Margaretha Hutauruk; Dwi Juniati; Siti Khabibah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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Creative thinking skills are essential 21st-century skills that students must master. One factor that can hinder the achievement of this skill is math anxiety. This study aims to describe students' creative thinking skills in relation to their level of math anxiety. The research method employed is a descriptive qualitative approach. This research was conducted at SMP Negeri 2 Ungaran with seventh-grade students as the research subjects. The research tools consisted of a mathematics anxiety questionnaire, a mathematics ability test, and interview guidelines. The data will be analyzed through the stages of reduction, presentation, and conclusion. The sampling technique used was purposive sampling, in which students with high and low levels of mathematics anxiety were selected. The research subjects selected were four students who had similar creative thinking abilities. The creative thinking process is characterized by fluency, flexibility, and novelty. Based on the research, students with low levels of math anxiety tend to be able to demonstrate fulfillment of creative thinking skill indicators. Meanwhile, students with high levels of math anxiety are not able to demonstrate fulfillment of creative thinking skill indicators. However, there are differences in the creative thinking process between students with high and low levels of math anxiety.

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