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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 MEDIA PEMBELAJARAN E-POCKET BOOK OF MATH TERHADAP KEMAMPUAN LITERASI NUMERASI DENGAN PENDEKATAN DEEP LEARNING Novianti Novianti; Siti Khaulah; Nanda Safarati
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.
PENGEMBANGAN BUKU AJAR KAPITA SELEKTA MATEMATIKA SMP DENGAN PENDEKATAN RME: INISIATIF SINKRONISASI MATEMATIKA DAN SITUASI PRAKTIS Asrina Mulyati; Suci Wulandari; Widdya Rahmalina; Meria Ultra Gusteti; Rahmatul Hayati; Khairul Azmi; Ria Finolia; Andini Putri Yunita
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.
LEARNING OBSTACLES IN DESCRIPTIVE STATISTICS: CHALLENGES IN STATISTICAL THINKING FOR PROSPECTIVE MATHEMATICS TEACHERS Eliva Sukma Cipta; Didi Suryadi; Tatang Herman; Al Jupri
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.v15i2.14702

Abstract

Statistical thinking is an essential competency for prospective mathematics teachers, as it enables them to understand, organize, represent, analyze, and interpret data effectively. However, many students still experience difficulties in understanding and applying descriptive statistics concepts, which may hinder the development of their statistical thinking skills. Therefore, identifying learning obstacles is necessary as a basis for designing more effective learning experiences. This study aims to identify the learning obstacles encountered by prospective mathematics teachers in descriptive statistics courses. The study employed Didactical Design Research (DDR) using a qualitative methodology within an interpretive paradigm. The participants were 38 prospective mathematics teachers enrolled at a private university in Bandung, Indonesia. The research instruments consisted of a statistical thinking test, semi-structured interview guidelines, and document analysis. Data were collected through tests, interviews, and document analysis and were analyzed through the processes of identification, classification, reduction, and verification. Data trustworthiness was established through methodological and source triangulation. The findings revealed that students experienced difficulties across all indicators of statistical thinking, including describing, organizing, representing, analyzing, and interpreting data. These difficulties were reflected in misconceptions regarding the relationship between mean, median, mode, and distribution skewness, the application of measures of position, the interpretation of data variability, and the analysis of relative performance. The study identified ontogenic, epistemological, and didactical obstacles that hindered the development of students’ statistical thinking. These findings provide an empirical basis for developing a hypothetical learning trajectory to enhance statistical thinking in descriptive statistics courses.
ENHANCING PRE-SERVICE MATHEMATICS TEACHERS’ REPRESENTATION SKILLS THROUGH GEOGEBRA-INTEGRATED PROBLEM BASED LEARNING Yeni Rahmawati; Dwi Rahmawati; Rina Agustina; Rahmad Bustanul Anwar; Nurul Farida; Siti Khotijah
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.v15i1.14741

Abstract

Representasi matematis menjadi elemen penting dalam memahami, menjelaskan, dan memecahkan fenomena dunia nyata. Minimnya pembelajaran berorientasi pada masalah nyata menyebabkan rendahnya kemampuab representasi. Tujuan penelitian ini untuk mengetahui peningkatan kemampuan representasi matematis melalui integrasi problem based learning dan geogebra. Penelitian ini merupakan penelitian tindakan kelas dengan dua siklus. Subjek penelitian mahasiswa semester ganjil tahun 2024/2025 yang menempuh mata kuliah geometri dasar berjumlah 16 mahasiswa. Pengumpulan data dilakukan dengan observasi dan tes. Intrumen yang digunakan berupa lembar observasi dan soal tes telah dinyatakan valid oleh ahli bidang pembelajaran matematika. Data dalam penelitian ini dianalisis dengan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa N-Gain 0,47 dengan kategori sedang yang berarti penerapan problem based learning PBL berbantu Geogebra efektif terhadap peningkatan kemampuan representasi mahasiswa. Kesimpulannya adalah problem based learning berbantu Geogebra dapat meningkatkan kemampuan representasi matematis mahasiswa. Penelitian ini memberikan implikasi untuk mengimplementasikan problem based learning berbantu Geogebra.
PENINGKATAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS MELALUI IMPLEMENTASI PEMBELAJARAN RCODE (READING, CONNECTING, OBSERVING, DISCUSSING, EVALUATING) Adi Candra Kusuma; Gillang Al Azhar; Wahyu Tri Wahono; Dimas Rossiawan Hendra Putra; Agus Sukoco Heru Sumarmo; Arief Rahman Hidayat
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 DESAIN PEMBELAJARAN STEAM UNTUK MEMFASILITASI BERPIKIR KRITIS SISWA: PENDEKATAN INOVATIF PENDIDIKAN ABAD 21 Nova Kurniawati; Rahmad Bustanul Anwar; Dwi Rahmawati
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.v15i2.14751

Abstract

Penelitian ini berangkat dari kebutuhan pendidikan abad ke-21 yang menempatkan kemampuan berpikir kritis sebagai kompetensi penting bagi siswa dalam menyelesaikan berbagai permasalahan yang kompleks. Akan tetapi, pembelajaran matematika di sekolah masih banyak menggunakan pendekatan konvensional yang berorientasi pada guru, kurang dikaitkan dengan konteks nyata, serta belum sepenuhnya mendorong keterlibatan siswa dalam kegiatan menganalisis, mengevaluasi, dan memecahkan masalah. Oleh karena itu, diperlukan pengembangan desain pembelajaran yang berfokus pada penguatan kemampuan berpikir kritis agar siswa mampu menyeleksi informasi, menyelesaikan masalah, dan menghadapi tantangan kehidupan secara adaptif. Penelitian ini bertujuan mengembangkan desain pembelajaran STEAM yang dirancang untuk memfasilitasi kemampuan berpikir kritis siswa. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model Borg & Gall yang dimodifikasi menjadi enam tahap, yaitu potensi, masalah dan pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, dan revisi produk. Subjek penelitian adalah 32 siswa kelas VIII SMP Negeri Sekampung. Instrumen yang digunakan meliputi angket validitas dan kepraktisan, lembar observasi, serta tes kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa produk yang dikembangkan tergolong sangat valid dengan persentase 83%, sangat praktis dengan persentase 86%, serta efektif meningkatkan kemampuan berpikir kritis siswa dengan nilai N-Gain sebesar 0,42 pada kategori sedang.
DEEP SCAFFOLDING BASED ON RME TO REDUCE SLOW LEARNERS’ ERRORS IN NUMERACY PROBLEM SOLVING Kadek Adi Wibawa; I Made Dharma Atmaja; I Gde Dhika Widarnandana
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.v15i2.14862

Abstract

Slow learners often struggle with understanding problem contexts, constructing representations, and applying appropriate strategies due to limitations in working memory, processing speed, and conceptual generalization. Therefore, structured, gradual, meaningful and enjoyable assistance is needed which is linked to the experiences and lives around slow learners students, which is called deep scaffolding based on Realistic Mathematics Education (RME). This study aims to explore the implementation of Deep Scaffolding based on RME to reduce thinking errors among slow learner students in numeracy problem solving. An interpretative qualitative method with an exploratory single-case study design was employed to gain an in-depth understanding of the cognitive and affective learning processes of one selected slow learner student. Data were collected through contextual numeracy worksheets, direct observation, and semi-structured interviews guided by the mindful–meaningful–joyful scaffolding framework. The findings reveal that deep scaffolding based on RME effectively improved the student’s ability to interpret contexts, build accurate visual representations, apply basic arithmetic strategies, and evaluate multiple solution alternatives. SL1 demonstrated significant growth in conceptual understanding and problem-solving flexibility, alongside increased confidence, motivation, and positive emotional engagement. These results indicate that deep scaffolding integrated with RME provides meaningful cognitive and affective support for slow learners in numeracy learning. This study recommends that teachers in inclusive classrooms apply structured deep scaffolding and contextual task to enhance comprehension and problem-solving accuracy among slow learners.
STUDENT STRATEGIES AND ERRORS IN SOLVING MATHEMATICAL REPRESENTATION PROBLEMS ON A QUADRATIC FUNCTION MATERIAL Hesty Marwani Siregar; Nurjanah Nurjanah; Turmudi Turmudi; Darhim Darhim; Elah Nurlaelah
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.
EXPLORING THE IMPACT OF COGNITIVE ASPECT ON CREATIVE REASONING IN SOLVING MATHEMATICAL PROBLEM Rica Wijayanti; Buaddin Hasan; Hodiyanto Hodiyanto
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.v15i2.14903

Abstract

The low development of creative reasoning among prospective mathematics teachers is caused by the dominance of imitative reasoning and the limitations of working memory capacity in the problem-solving process. Therefore, this study is essential to investigate the role of working memory capacity in enhancing the effectiveness of creative reasoning to support more meaningful mathematics learning. This study aims to examine the effect of prospective mathematics teachers’ working memory capacity on their creative reasoning and its processes. This study employed a mixed-method sequential explanatory design. A total of 73 prospective mathematics teachers participated in the study, selected through cluster random sampling. The Operating Span Task (OSPAN Test) was used to assess working memory capacity. A previously developed problem-solving test was used to measure creative reasoning, based on the indicators of novelty, plausibility, and mathematical foundation. Quantitative data were analyzed using linear regression techniques, while qualitative data were analyzed through three stages: data condensation, data display, and conclusion drawing. The results indicate that working memory capacity significantly influences the creative reasoning ability of prospective mathematics teachers. Specifically, it was found that 14% of the creative reasoning demonstrated in problem-solving is attributable to working memory capacity. Prospective mathematics teachers with high working memory capacity demonstrate flexibility and fluency in generating new ideas to solve problems, are able to use and connect mathematical concepts appropriately, and provide logical arguments to support the validity of their ideas. In contrast, those with low working memory capacity do not exhibit these characteristics. Rendahnya pengembangan penalaran kreatif pada calon guru matematika diakibatkan adanya dominasi penggunaan penalaran imitatif serta keterbatasan kapasitas memori kerja dalam proses pemecahan masalah, sehingga penelitian ini menjadi urgen untuk mengkaji peran kapasitas memori kerja dalam meningkatkan efektivitas penalaran kreatif guna mendukung pembelajaran matematika yang lebih bermakna. Penelitian ini bertujuan untuk mengetahui pengaruh kapasitas memori kerja calon guru matematika terhadap penalaran kreatif dan prosesnya. Penelitian ini menggunakan desain mixed-method sequential explanatory. Sebanyak 73 calon guru matematika berpartisipasi dalam penelitian ini, yang diperoleh menggunakan cluster random sampling. Operating Span Task (OSPAN Test) diterapkan untuk menilai kapasitas memori kerja. Pada penelitian ini digunakan tes pemecahan masalah yang telah dikembangkan sebelumnya untuk menilai penalaran kreatif, dengan mempertimbangkan indikator penalaran kreatif: kebaruan (novelty), kelayakan (plausibility), dan dasar matematis (mathematical foundation). Analisis data kuantitatif dilakukan menggunakan teknik regresi linier, sedangkan data kualitatif dianalisis melalui tiga tahap: data condensation, data display, dan conclusion drawing. Hasil penelitian menunjukkan bahwa kapasitas memori kerja secara signifikan memengaruhi kemampuan penalaran kreatif calon guru matematika. Secara khusus, ditemukan bahwa 14% penalaran kreatif yang ditunjukkan oleh calon guru matematika dalam pemecahan masalah disebabkan oleh kapasitas memori kerja. Calon guru matematika dengan kapasitas memori kerja tinggi bersifat fleksibel dan lancar dalam menemukan ide-ide baru untuk memecahkan masalah, mampu menggunakan dan menghubungkan konsep matematika dengan benar, serta memberikan argumen logis untuk mendukung kebenaran ide yang dibuat. Sementara itu, calon guru matematika dengan kapasitas memori kerja rendah tidak menunjukkan hal tersebut.
PENGEMBANGAN MEDIA PEMBELAJARAN SMART BOX EDU UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA TUNAGRAHITA Syarifuddin Syarifuddin; Achmad Hidayatullah; Lala Anggraini
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.

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