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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 1,707 Documents
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PENGEMBANGAN LKPD BERBASIS PROBLEM BASED LEARNING (PBL) PADA MATERI STATISTIKA KELAS X SMA Jimmi Tamsil; Effie Efrida Muchlis; Hanifah Hanifah; Hari Sumardi
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.v14i4.13580

Abstract

Peserta didik selama ini menggunakan LKPD yang masih memiliki keterbatasan dalam aspek desain dan tampilan. LKPD tersebut hanya disajikan dalam format hitam putih sehingga kurang menarik secara visual. Selain itu, LKPD tersebut cenderung digunakan secara dominan sebagai satu-satunya bahan ajar, sehingga belum mampu mendukung variasi sumber belajar yang lebih kaya pada pelaksaan pembelajaran. Studi ini difokuskan mengembangkan LKPD berbasis Problem Based Learning pada materi Statistika yang layak digunakan, ditunjukkan melalui tingkat kevalidan dan kepraktisannya, serta memiliki tampilan yang menarik dan berwarna. Riset ini mengadopsi model 4D: mendefinisikan, merancang, mengembangkan, dan menyebarkan. Penelitian ini melibatkan ahli materi, ahli desain, ahli bahasa, serta guru mata pelajaran matematika, serta 9 peserta didik kelas X SMA Negeri 11 Rejang Lebong. Temuan riset mengindikasihkan capaian indeks validitas sebesar dapat dilihat dari aspek kevalidan bahasa (0,94), media (0,85) dan materi (0,92), Berdasarkan angka tersebut, kualitas media pembelajaran dinyatakan memenuhi kriteria Sangat Valid. Secara praktikalitas, produk ini mencatatkan skor 97,1% sehingga dinyatakan masuk dalam kategori Sangat Praktis. LKPD berbasis Problem Based Learning yang dikembangkan telah memenuhi kriteria kevalidan dan kepraktisan. Dengan demikian, disimpulkan bahwa LKPD berbasis Problem Based Learning pada materi Statistika yang dikembangkan dinyatakan valid dan praktis digunakan dalam pembelajaran.
PENGEMBANGAN E-LKPD BERBASIS DISCOVERY LEARNING BERBANTUAN GOOGLE SITES UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA Asep Ikin Sugandi; Devy Widianty; Rippi Maya
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.v14i4.13583

Abstract

Matematika esensial untuk membentuk pola pikir logis, analitis, dan sistematis. Namun, hasil studi menunjukkan bahwa kemampuan penalaran matematis siswa masih rendah. Oleh karena itu, penelitian ini bertujuan mengembangkan E-LKPD (Lembar Kerja Peserta Didik Elektronik) berbasis Discovery Learning yang diintegrasikan melalui Google Sites untuk meningkatkan kemampuan penalaran matematis siswa SMP. Penelitian ini mengadopsi model pengembangan Plomp yang telah direvisi, meliputi tiga tahap utama: preliminary research, development (prototyping), dan assessment. Subjek penelitian adalah siswa kelas X di sebuah SMK di Kota Cimahi. Instrumen yang digunakan meliputi lembar validasi ahli, angket kepraktisan, dan tes kemampuan penalaran matematis. Hasil penelitian menunjukkan bahwa E-LKPD tergolong valid dan layak digunakan berdasarkan penilaian ahli. Uji kepraktisan mengonfirmasi bahwa E-LKPD mudah digunakan dan mendukung proses pembelajaran. Lebih lanjut, uji efektivitas membuktikan peningkatan signifikan dalam kemampuan penalaran matematis siswa. Kesimpulannya, E-LKPD berbasis Discovery Learning melalui Google Sites ini merupakan solusi inovatif dalam pembelajaran matematika yang efektif meningkatkan kemampuan penalaran matematis siswa.Mathematics is essential for developing logical, analytical, and systematic thinking patterns. However, studies show that students' mathematical reasoning abilities are still low. Therefore, this study aims to develop an electronic student worksheet (LKPD) based on Discovery Learning integrated with Google Sites to improve junior high school students' mathematical reasoning abilities. This study adopted the revised Plomp development model, which includes three main stages: preliminary research, development (prototyping), and assessment. The subjects were 10th-grade students at a vocational high school in Cimahi City. The instruments used included an expert validation sheet, a practicality questionnaire, and a mathematical reasoning ability test. The results showed that the E-LKPD was valid and feasible to use based on expert assessment. The practicality test confirmed that the E-LKPD was easy to use and supported the learning process. Furthermore, the effectiveness test demonstrated a significant improvement in students' mathematical reasoning abilities. In conclusion, the Discovery Learning-based E-LKPD through Google Sites is an innovative solution in mathematics learning that effectively improves students' mathematical reasoning abilities.
DEVELOPMENT OF ANIMATION-BASED MATHEMATICS LEARNING MEDIA USING CANVA TO ENHANCE CONCEPTUAL UNDERSTANDING Pariang Sonang Siregar; Hasrijal Hasrijal; Rindi Genesa Hatika
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.
DEVELOPMENT OF ANDROID-BASED MATHEMATICS E-MODULE WITH SCIENTIFIC APPROACH TO ENHANCE PROBLEM-SOLVING SKILLS IN GRADE XI Syilvi Dessela; Ali Asmar; Yerizon Yerizon
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.v14i4.13683

Abstract

The research is designed to implement an Android mathematics e-module integrated with a scientific approach to uplift the students' skills in problem solving mathematically, especially in Grade XI. The basis of this research was for a more interactive and contextual learning media that could respond well to the novelty of digital native learners and the demands of 21st-century education. The Educational Design Research (EDR) method using the Plomp model was applied in this study. The study went through three major phases of the research process: preliminary research, prototyping, and assessment. The e-module was validated by experts as well as being practically and effectively tested through individual, small group, and large group evaluations and teacher responses. The findings showed that the e-module met validity criteria in terms of content, language, and design. Practicality was indicated from students and educators-to use it conveniently, and interesting from visual display, effective in arranging the contents systematically. Effectiveness testing also showed significant improvement in students' capabilities in solving mathematics problems through posttest scores and N-Gain results. The scientific phases of observing, questioning, experimenting, reasoning, and communicating were implemented within the Android platform, successfully fostering critical thinking as well as independence and meaningful learning. In conclusion, the e-module developed is a pedagogically sound and technologically accessible learning medium, geared towards developing higher-order thinking skills in mathematics, thus providing a valid alternative to classroom instruction.
DEVELOPING PROBLEM-BASED LEARNING WORKSHEETS TO ENHANCE PROBLEM-SOLVING SKILLS IN NUMBER PATTERNS FOR JUNIOR HIGH SCHOOL STUDENTS Rima Ismalyanti; Ali Asmar; Ahmad Fauzan; I Made Arnawa
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.
KOMIK DIGITAL BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) SEBAGAI MEDIA PEMBELAJARAN MATEMATIKA PADA MATERI EKSPONEN Siti Robiah Adawiyah; Elsa Komala; Erma Monariska
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.v15i2.13775

Abstract

Penelitian ini dilatarbelakangi oleh belum tersedianya media pembelajaran matematika pada materi eksponen yang secara khusus mengintegrasikan Higher Order Thinking Skills (HOTS) dalam penyajian materi dan aktivitas pembelajaran. Penelitian ini bertujuan untuk mengembangkan media pembelajaran matematika berupa komik digital berbasis HOTS yang layak dan praktis digunakan dalam pembelajaran pada materi eksponen. Jenis penelitian ini adalah penelitian pengembangan (Research and Development) dengan menggunakan model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Subjek penelitian terdiri atas tiga ahli materi, tiga ahli media, dan 30 siswa kelas X di salah satu SMA Negeri di Cianjur yang dipilih menggunakan teknik purposive sampling. Teknik pengumpulan data meliputi observasi, lembar validasi ahli materi dan ahli media, serta angket respon siswa. Data dianalisis secara deskriptif kuantitatif menggunakan skala Likert. Komik digital yang dikembangkan memuat cerita bergambar, dialog dan narasi antar tokoh, rangkuman materi, serta kuis berbasis HOTS. Hasil penelitian menunjukkan bahwa hasil validasi ahli materi mencapai persentase 94% dengan kategori sangat layak, hasil validasi ahli media mencapai persentase 87% dengan kategori sangat layak, dan hasil angket kepraktisan siswa mencapai persentase 81% dengan kategori sangat praktis. Berdasarkan hasil tersebut, komik digital berbasis HOTS pada materi eksponen dinyatakan layak dan praktis digunakan dalam pembelajaran matematika. Penelitian ini berkontribusi dalam menyediakan alternatif media pembelajaran inovatif yang mendukung pengembangan kemampuan berpikir tingkat tinggi siswa.
INTEGRASI KURIKULUM MERDEKA DALAM MODUL AJAR MATEMATIKA MELALUI MODEL INQUIRY LEARNING BASED ON INFORMATION LITERACY (ILBIL) Vera Dewi Susanti; Yohanes Leonardus Sukestiyarno; Iqbal Kharisudin; Arief Agoestanto
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.
PENGEMBANGAN GAME EDUKASI PERMATA UNTUK SISWA DISABILITAS RUNGU: STUDI VALIDITAS DAN KEPRAKTISAN Yutri Harianti; Mega Iswari
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.
KOLABORASI ETNOMATEMATIKA JAWA DAN MADURA DALAM PEMBELAJARAN BERBASIS LESSON STUDY TERHADAP PENALARAN ALJABAR SISWA Nur Fitriyah Indraswari; Kurratul Aini; Abd. Azis; Widadatus Sa'baniyah; Siti Qamariyah; Jihat Nurrahman
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.v14i4.13855

Abstract

The low level of students’ algebraic reasoning in solving problems on solid geometry material and the limited integration of cultural values in mathematics learning became the background of this study. This research aims to describe the implementation of the collaboration of Javanese–Madura ethnomathematics in lesson study–based mathematics learning and to examine its effect on the algebraic reasoning of students at MIS Al-Maarif Bungah Gresik. The study employed a mixed-method approach with a sequential mixed methods strategy, in which quantitative data were analyzed in the first phase and qualitative data in the second phase. The research instruments consisted of lesson study observation sheets, interviews, and an algebraic reasoning test based on the indicators of understanding problems, making generalizations, forming general algebraic expressions, and solving problems. The sample consisted of 30 fifth-grade students at MIS Al-Maarif Bungah Gresik selected through purposive sampling. Quantitative data were analyzed using n-gain and paired sample t-test, while qualitative data were analyzed using thematic descriptive techniques from observations and interviews. The quantitative findings showed an average pretest score of 50.37 and a posttest score of 78.80, with an n-gain value of 0.646 (moderate category). The paired sample t-test resulted in tcount = 38.961 > ttable= 1.690, indicating a significant difference between the pretest and posttest results. The qualitative findings revealed an increase in students’ enthusiasm and conceptual understanding, along with a need for continuous practice in the generalization indicator. In conclusion, the collaboration of Javanese–Madura ethnomathematics in lesson study–based learning has a positive effect on students’ algebraic reasoning. These findings imply that the lesson study–based Javanese–Madura ethnomathematics collaboration can be applied practically to improve elementary school students’ algebraic reasoning.
BRIDGING ARITHMETIC TO ALGEBRA: IMPLEMENTING AN E-MODUL THROUGH DIDACTICAL DESIGN RESEARCH Lia Ardiansari; Dyah Ariyanti; Mohammad Sahrul Rozi; Muhammad Fajar Assiddiqi
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.

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