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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.
Arjuna Subject : -
Articles 1,733 Documents
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EXPLORING REVERSIBLE THINKING THROUGH THE LENS OF MATHEMATICAL DISPOSITION IN SECONDARY EDUCATION Hamidah, Dewi; Ifada, Elva Dwi Nur; Rahayu, Dwi Shinta; Hakim, Zun Azizul
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.15686

Abstract

As students are increasingly expected to face real-world problems requiring complex analysis, higher-order thinking skills such as reversible thinking have become indispensable. The importance of integrating numeracy with cognitive and affective student traits is rising, given the ongoing challenge to elevate the performance and confidence of learners in facing mathematical tasks. This study explores the relationship between students' mathematical disposition and their reversible thinking abilities in solving numeracy-based problems. Reversible thinking, including forward thinking and reverse thinking, is essential in mathematical problem-solving. The research employed a qualitative descriptive design with a case study approach, involving six tenth-grade students at States High Schools in Nganjuk City, East Java, Indonesia, categorized into high, medium, and low mathematical disposition groups. Data were collected using mathematical disposition questionnaires, numeracy-based tests, and semi-structured interviews. Findings reveal that students with high mathematical disposition exhibited strong reversible thinking, effectively solving problems through bidirectional reasoning. Those with moderate disposition showed partial application, especially in forward thinking but struggled with verification. Students with low disposition demonstrated limited understanding, lacked strategic planning, and failed to perform reflective checks. These results affirm the crucial role of mathematical disposition in fostering cognitive flexibility and problem-solving capabilities. This study underscores the need for instructional strategies that integrate affective and cognitive domains. Educators are encouraged to promote positive attitudes toward mathematics through problem-based learning, reflective activities, and encouragement of mathematical habits of mind. Enhancing mathematical disposition is pivotal in developing students' ability to engage with complex problems through reversible thinking.
PENGEMBANGAN E-LKPD BERBASIS DEEP LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA DAN SELF EFFICACY Fatikhah, Findi Auliya; Ahmad, Ahmad; Lee, Mohd. Faizal Nizam
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.15738

Abstract

Penelitian ini bertujuan mengembangkan E-LKPD berbasis Deep Learning pada materi pola bilangan serta menganalisis efektivitasnya dalam meningkatkan kemampuan berpikir kreatif dan self-efficacy siswa kelas VIII SMP. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Uji efektivitas menggunakan Pretest–Posttest Control Group Design dengan kelas VIII A sebagai kelas eksperimen dan kelas VIII B sebagai kelas kontrol. Instrumen penelitian meliputi lembar validasi ahli, angket self-efficacy, dan tes kemampuan berpikir kreatif. Analisis data dilakukan menggunakan uji validitas, uji normalitas, uji homogenitas, paired sample t-test, independent sample t-test, dan N-Gain. Hasil validasi menunjukkan bahwa E-LKPD memperoleh tingkat kelayakan sebesar 88,75% dengan kategori sangat valid. Hasil analisis menunjukkan bahwa kelas eksperimen mengalami peningkatan yang signifikan pada self-efficacy (p < 0,001) dan kemampuan berpikir kreatif (p < 0,001) dengan nilai N-Gain masing-masing 0,67 (sedang) dan 0,71 (tinggi), sedangkan kelas kontrol memperoleh N-Gain sebesar 0,32 dan 0,35 (kategori sedang). Selain itu, terdapat perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol (p < 0,05). Temuan ini menunjukkan bahwa E-LKPD berbasis Deep Learning berpotensi lebih efektif dalam meningkatkan kemampuan berpikir kreatif dan self-efficacy siswa dibandingkan pembelajaran konvensional. This study aimed to develop a Deep Learning-based Electronic Student Worksheet (E-LKPD) on number patterns and to analyze its effectiveness in improving the creative thinking skills and self-efficacy of eighth-grade junior high school students. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The product effectiveness was evaluated using a Pretest–Posttest Control Group Design, with Class VIII A serving as the experimental group and Class VIII B as the control group. The research instruments included expert validation sheets, a self-efficacy questionnaire, and a creative thinking skills test. Data were analyzed using product validity analysis, the Shapiro–Wilk normality test, Levene's homogeneity test, paired sample t-test, independent sample t-test, and N-Gain analysis. The validation results indicated that the developed E-LKPD achieved a feasibility score of 88.75%, which was categorized as highly valid. The analysis showed that the experimental group experienced significant improvements in self-efficacy (p < 0.001) and creative thinking skills (p < 0.001), with N-Gain scores of 0.67 (moderate) and 0.71 (high), respectively. In contrast, the control group obtained N-Gain scores of 0.32 and 0.35, both classified as moderate. Furthermore, the independent sample t-test revealed significant differences between the experimental and control groups (p < 0.05). These findings indicate that the Deep Learning-based E-LKPD is more effective than conventional instruction in enhancing students' creative thinking skills and self-efficacy.
Pengaruh Problem Based Learning berbasis Etnomatematika menggunakan Permainaan Congklak terhadap Pemahaman Konsep pada Materi Perkalian Fidaroini, Navaana; Arisetyawan, Andika
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.15976

Abstract

Matematika merupakan ilmu yang memiliki tantangan dalam pembelajaran, salah satunya yaitu rendahnya pemahaman konsep. Dalam kajian ini khususnya pada materi yang diperlukan landasan pemahaman konsep yang kuat untuk memecahkan masalah yang berkaitan dengan kehidupan sehari-hari. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran berbasis masalah berbasis etnomatematika menggunakan permainan congklak terhadap pemahaman konsep perkalian siswa. Penelitian ini menggunakan pendekatan kuasi eksperimen dengan metode non equivalen pretest-postest control group design . Penelitian ini melibatkan 2 kelas yang menjadi subjek yaitu kelas eksperimen dan kontrol teknik pengumpulan data dilakukan dengan mengisi angket respon pembelajaran dan alat untuk menguji data menggunakan uji t sampel independen dan cohens d untuk melihat besar pengaruhnya. Hasil penelitian uji t-test menyatakan adanya pengaruh yang signifikan pada pembelajaran berbasis budaya terhadap pemahaman konsep, peningkatan ini terjadi karena adanya keterlibatan aktif peserta didik secara langsung pada pemecahan masalah yang dilakukan dengan melibatkan masalah sehari-hari. Meskipun uji cohens masih berada pada tingkat sedang, secara tidak langsung dengan proses pengelompokan dan pengulangan jumlah biji dapat memperkenalkan konsep perkalian dan membantu peserta didik dalam memecahkan permasalahan. Temuan penting penelitian ini yaitu adanya perkembangan pemahaman konsep peserta didik meskipun masih pada tingkat sedang problem based learning berbasis etnomatematika dapat memaksimalkan pada materi perkalian.   Mathematics is a science that has challenges in learning, one of which is the low understanding of concepts in this study, especially in multiplication materials, a strong foundation of concept understanding is needed to solve problems related to daily life. This study aimed to to investigate the effect of ethnomathematics-based Problem-Based Learning using the traditional congklak game on students’ conceptual understanding of multiplication. This study used a quasi-experimental approach with the non-equivalent pretest-postest control group design method. This study involved 2 classes that were subjects, namely experimental  and control  class, data collection techniques were carried out by filling out learning response questionnaires and tools to test data using independent sample t-test and cohens d to see the magnitude of the influence. The results of the t-test study stated that there was a significant influence on culture-based learning on concept understanding, this increase occurred due to the active involvement of students directly in problem solving carried out by involving daily problems. Although the cohens test is still at a moderate level, indirectly the process of grouping and repeating the number of seeds can introduce the concept of multiplication and help students solve problems.  An important finding of this study is that there is a development in students' understanding of concepts even though it is still at a moderate level, problem-based learning based on ethnomathematics can maximize multiplication material.
KEMAMPUAN LITERASI NUMERASI MAHASISWA BERBASIS MATEMATIKA REALISTIK BERMUATAN ETNOMATIKA DAYAK BERBANTUAN FLIPBOOK PADA MATERI GEOMETRI Yukti Sari, Rospala Hanisah; Supriadi, Supriadi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.16206

Abstract

Berdasarkan hasil Programme for International Student Assessment (PISA), kemampuan literasi numerasi mahasiswa di Indonesia masih tergolong rendah. Beberapa penyebabnya yaitu bahan ajar yang digunakan masih konvensional dan belum terintegrasi digital, serta minimnya muatan budaya Dayak dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengembangkan bahan ajar berbantuan flipbook bermuatan etnomatematika Dayak pada materi geometri agar memenuhi kriteria valid, praktis dan efektif. Metode penelitian yang digunakan adalah Research and Development model ADDIE. Partisipan penelitian terdiri dari 35 mahasiswa yang kemampuan literasi numerasinya diukur melalui penilaian pretest dan posttest. Instrumen penelitian mencakup tes literasi numerasi yang memenuhi kriteria validitas yang ditetapkan serta kuesioner respons mahasiswa. Data yang terkumpul dianalisis menggunakan uji normalitas dan homogenitas, analisis N-Gain, serta uji-t sampel berpasangan (paired-samples t-test). Hasil penelitian menunjukkan adanya peningkatan yang signifikan secara statistik pada kemampuan literasi numerasi mahasiswa setelah penerapan model pembelajaran tersebut (p < 0,001). Skor rata-rata N-Gain adalah 0,609, yang mengindikasikan tingkat peningkatan kategori sedang. Selain itu, respons mahasiswa terhadap penggunaan flipbook sangat positif, dengan tingkat penerimaan sebesar 92%. Temuan ini menunjukkan bahwa pembelajaran matematika realistik yang mengintegrasikan etnomatematika Dayak dan didukung oleh media flipbook terbukti valid, praktis, dan efektif dalam meningkatkan kemampuan literasi numerasi mahasiswa pada materi geometri. Based on the results of the Program for International Student Assessment (PISA), the numeracy literacy skills of students in Indonesia are still classified as low. Some of contributing factors include the use of conventional, non-digitally integrated teaching materials and a lack of Dayak cultural content in mathematics instruction. This study aimed to develop flipbook-assisted teaching materials incorporating Dayak ethnomathematics for geometry topics, ensuring they met criteria for validity, practicality, and effectiveness. The study employed the ADDIE Research and Development model. Participants consisted of 35 students whose numeracy literacy skills were assessed via pre-tests and post-tests. Research instruments included a numeracy literacy test meeting established validity criteria and a student response questionnaire. Data were analyzed using normality and homogeneity tests, N-Gain analysis, and a paired-samples t-test. Results showed a statistically significant improvement in students' numeracy literacy skills following the implementation of the learning model (p < 0.001). The mean N-Gain score was 0.609, indicating a moderate level of improvement. Furthermore, student response to the flipbook was highly positive, with an acceptance rate of 92%. These findings demonstrate that realistic mathematics instruction integrating Dayak ethnomathematics and supported by flipbook media is valid, practical, and effective in enhancing students' numeracy literacy skills in geometry.  
COMPARING STUDENTS’ PERFORMANCE IN SOLVING SYSTEMS OF LINEAR EQUATIONS WITH TWO VARIABLES BASED ON EPISTEMOLOGICAL BELIEFS Rosiyanti, Hastri; Dahlan, Jarnawi Afgani; Turmudi, Turmudi; Dirgantoro, Kurnia Putri Sepdikasari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.16249

Abstract

Students’ difficulties in solving Systems of Linear Equations with Two Variables (SLETV) problems are often related not only to procedural understanding but also to their beliefs about knowledge and learning. This study examined differences in students’ academic performance in solving SLETV problems based on their levels of epistemological beliefs. The study used a quantitative survey design involving 70 junior high school students studying SLETV at a junior high school in South Tangerang, Indonesia. The researchers selected participants using simple random sampling from several classes taught by the same mathematics teacher. After screening, the researchers included 34 complete, valid responses in the analysis. Data were collected using the Epistemological Belief Questionnaire, which measured four dimensions of epistemological beliefs: time allocation, solution steps, conceptual understanding, and usefulness of mathematics, along with an SLETV achievement test. The data were analyzed using One-Way ANOVA and Tukey HSD post-hoc analysis. The results revealed significant differences in students’ academic performance based on their levels of epistemological beliefs (p < 0.05). Students with low epistemological beliefs performed significantly lower than students with moderate and high epistemological beliefs, while no significant difference was found between the moderate and high groups. The findings indicate that students with more developed epistemological beliefs were associated with better performance in solving SLETV problems, particularly compared with students with low epistemological beliefs. This study contributes to mathematics education research by providing contextual evidence regarding the role of epistemological beliefs in algebra learning. The findings indicate an association between students’ epistemological beliefs and their mathematical performance in solving SLETV problems.
PENGEMBANGAN BAHAN AJAR INTERAKTIF BERBASIS CANVA DENGAN INTEGRASI GAME, KUIS, DAN TUGAS DIGITAL PADA MATA KULIAH KALKULUS DIFERENSIAL Faisal, Faisal; Sabaruddin, Sabaruddin; Wahyuni, Wahyuni; Anwar, Anwar
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.16251

Abstract

Ketersediaan bahan ajar interaktif pada mata kuliah Kalkulus Diferensial yang terbatas menuntut hadirnya inovasi bahan ajar dalam rangka mendukung capaian hasil belajar mahasiswa. Penelitian ini bertujuan untuk mengembangkan bahan ajar interaktif berbasis Canva yang valid, praktis, serta menunjukkan bukti awal keefektifan dalam mendukung peningkatan hasil belajar mahasiswa. Penelitian ini menggunakan metode Research and Development (R&D) dengan model 4D (Define, Design, Develop, Disseminate). Subjek penelitian terdiri dari 21 mahasiswa Program Studi Pendidikan Matematika IAIN Langsa tahun akademik 2025/2026. Tahap Define mencakup analisis kebutuhan dan kesulitan mahasiswa dalam materi Kalkulus Diferensial. Tahap Design meliputi penyusunan peta konsep, storyboard, serta perencanaan integrasi elemen gamifikasi (game, kuis, dan tugas digital). Tahap Develop menghasilkan produk bahan ajar yang memenuhi kriteria sangat valid pada aspek materi (87,5%), media/desain (92%), dan bahasa (88%), serta sangat praktis berdasarkan respon dosen pengampu (93%) dan respon mahasiswa (86,8%). Selain itu, uji efektivitas melalui pretest dan posttest menunjukkan peningkatan hasil belajar mahasiswa secara signifikan berdasarkan rerata N-gain 0,548 (kategori sedang), uji paired sample t-test (t = 9,217; p < 0,001), dan Cohen’s d = 2,38 (efek sangat besar). Tahap Disseminate dilakukan melalui penyebarluasan bahan ajar secara terbatas kepada dosen pengampu mata kuliah dan pengunggahan media ke platform digital agar dapat diakses mahasiswa. Penelitian ini menyimpulkan bahwa bahan ajar interaktif berbasis Canva valid, praktis, serta menunjukkan bukti awal keefektifan dalam mendukung peningkatan hasil belajar mahasiswa pada mata kuliah Kalkulus Diferensial.   The limited availability of interactive teaching materials in Differential Calculus courses demands the development of innovative teaching materials to support student learning outcomes. This study aimed to develop Canva-based interactive teaching materials that are valid, practical, as well as showed preliminary evidence of effectiveness in improving students' learning outcomes. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). The subjects were 21 students from the Mathematics Education Study Program at IAIN Langsa in the 2025/2026 academic year. The Define stage involved analyzing students' needs and learning difficulties in Differential Calculus. The Design stage included creating concept maps and storyboards, as well as planning the integration of gamification elements (games, quizzes, and digital assignments). The Develop stage produced teaching materials that met very valid criteria across content (87.5%), media/design (92%), and language (88%) aspects, and were categorized as highly practical based on lecturer (93%) and student (86.8%) responses. Furthermore, effectiveness testing through pretest and posttest demonstrated a significant improvement in student learning outcomes based on an average N-gain of 0.548 (moderate category), paired sample t-test results (t = 9.217; p < .001), and a Cohen’s d effect size of 2.38 (very large effect). The Disseminate stage was carried out through limited distribution to course lecturers and uploading the media to a digital platform for broader student access. This study concludes that the developed Canva-based interactive teaching materials are valid, practical, and as well as showed preliminary evidence of effectiveness in improving students' learning outcomes in Differential Calculus.
PENGARUH MODEL GALLERY WALK TERHADAP PEMAHAMAN KONSEP GEOMETRI MAHASISWA PGSD DITINJAU DARI GAYA BELAJAR Prihastari, Ema Butsi; Wardono, Wardono; Mariani, Scolastika; Masrukan, Masrukan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.16298

Abstract

Rendahnya pemahaman konsep geometri mahasiswa PGSD berpotensi memengaruhi kualitas pembelajaran matematika di sekolah dasar. Penelitian ini bertujuan menguji: (1) perbedaan pemahaman konsep geometri antara mahasiswa yang mengikuti pembelajaran Gallery Walk dan pembelajaran konvensional; (2) perbedaan pemahaman konsep geometri berdasarkan klasifikasi gaya belajar; dan (3) interaksi antara strategi pembelajaran dan gaya belajar terhadap pemahaman konsep geometri. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental faktorial 2 × 3. Sampel penelitian terdiri atas 72 mahasiswa PGSD, yaitu 36 mahasiswa pada kelas eksperimen yang mengikuti pembelajaran Gallery Walk dan 36 mahasiswa pada kelas kontrol yang mengikuti pembelajaran konvensional. Mahasiswa selanjutnya diklasifikasikan berdasarkan gaya belajar visual, auditorial, dan kinestetik. Instrumen penelitian terdiri atas tes pemahaman konsep geometri berbentuk uraian sebanyak lima butir dengan reliabilitas Cronbach’s Alpha sebesar 0,87. Data dianalisis menggunakan ANOVA dua arah. Hasil analisis menunjukkan adanya perbedaan signifikan antara kelas Gallery Walk dan kelas konvensional, (F(1, 66) = 18.42);(p < 0.001);( ηp² = 0. 218). Terdapat pula perbedaan pemahaman konsep geometri berdasarkan gaya belajar, (F(2, 66) = 4.87); (p = 0.011); ( ηp² = 0.129), serta interaksi antara strategi pembelajaran dan gaya belajar, (F(2, 66) = 3.24); (p = 0.045);( ηp² = 0.089). Rerata skor posttest mahasiswa pada kelas Gallery Walk adalah 79.11, sedangkan pada kelas konvensional adalah 71.44. Temuan ini memberikan bukti empiris awal mengenai potensi Gallery Walk dalam perkuliahan geometri mahasiswa PGSD, dengan catatan bahwa setiap strategi hanya diterapkan pada satu kelas.
PENGEMBANGAN SOAL KEMAMPUAN REPRESENTASI MATEMATIS BAGI PESERTA DIDIK SEKOLAH DASAR Putri, Hafiziani Eka; Nurrohmat, Titin; Yogiarni, Tiara; Rahayu, Teten Ginanjar; Nurussama, Alfiana; Nuraeni, Fitri; Santos, Mariano Dos
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.16323

Abstract

Kemampuan representasi matematis menjadi keterampilan penting dalam pembelajaran abad ke-21 karena membantu peserta didik memahami konsep, menyelesaikan masalah, serta mengomunikasikan ide matematika melalui berbagai bentuk penyajian. Namun, kemampuan representasi matematis peserta didik sekolah dasar masih belum berkembang optimal, salah satunya karena instrumen evaluasi yang digunakan di sekolah cenderung bersifat rutin dan lebih menekankan perhitungan prosedural. Penelitian ini bertujuan untuk mengembangkan instrumen tes kemampuan representasi matematis peserta didik sekolah dasar pada materi pecahan sederhana, khususnya perbandingan pecahan setengah dan seperempat. Penelitian menggunakan metode Research and Development (R&D) model ADDIE meliputi tahap analysis, design, development, implementation, dan evaluation. Uji coba instrumen dilakukan pada 22 peserta didik kelas III pada salah satu sekolah dasar negeri di kabupaten Bandung, Jawa Barat. Jumlah tersebut merupakan populasi total peserta didik kelas III pada sekolah yang dipilih secara purposive (total sampling di dalam kelompok terpilih), sehingga uji coba ini bersifat sebagai studi awal (pilot testing) yang perlu dikonfirmasi lebih lanjut pada sampel yang lebih besar dan lintas sekolah. Instrumen yang dikembangkan terdiri dari 10 butir soal tes uraian, mewakili 3 indikator kemampuan representasi matematis, yaitu representasi verbal (3 butir soal), representasi simbolik (4 butir soal), dan representasi visual (3 butir soal). Produk instrumen tes divalidasi oleh ahli, kemudian diuji cobakan untuk memperoleh data empiris uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Hasil penelitian menunjukkan bahwa dari 10 butir soal yang dikembangkan, terdapat 9 butir soal memenuhi kriteria valid, sedangkan 1 butir soal dinyatakan tidak valid. Instrumen memiliki koefisien reliabilitas sebesar 0,90 (sangat tinggi). Hasil analisis tingkat kesukaran menunjukkan soal berada pada kategori sedang hingga mudah, sedangkan daya pembeda didominasi kategori baik dan sangat baik. Kesimpulannya berdasarkan hasil tersebut, 9 dari 10 butir soal tes yang dikembangkan dinyatakan layak digunakan sebagai alat ukur kemampuan representasi matematis peserta didik sekolah dasar. Mathematical representation skills are essential in 21st-century learning because they help students understand concepts, solve problems, and communicate mathematical ideas through various forms of presentation. However, the mathematical representation skills of elementary school students have not yet developed optimally, partly because the assessment instruments used in schools tend to be routine and emphasize procedural calculations. This study aims to develop a test instrument to assess elementary school students’ mathematical representation skills on the topic of simple fractions, specifically comparing one-half and one-quarter. This study uses the Research and Development (R&D) method with the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The instrument was tested on 22 third-grade students at a public elementary school in Bandung Regency, West Java. The developed instrument consists of 10 open-ended items based on three indicators: verbal representation (3 items), symbolic representation (4 items), and visual representation (3 items). Expert validation was conducted before the pilot test to obtain empirical data on validity, reliability, difficulty level, and discriminative power. The results show that 9 items met validity criteria, while 1 item was invalid. The reliability coefficient was 0.90, categorized as very high. Difficulty level analysis indicates that the items are mostly moderate to easy, while discriminative power is predominantly good and very good. In conclusion, 9 of the 10 developed items are suitable for measuring elementary school students’ mathematical representation skills.  
PENGEMBANGAN LKPD PROBLEM-BASED LEARNING KONTEKS LAPANGAN MERDEKA BINTUHAN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK Simbolon, Lina; Muchlis, Effie Efrida; Sumardi, Hari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.16532

Abstract

Penelitian ini dilatarbelakangi rendahnya kemampuan pemecahan masalah peserta didik pada materi segi empat disebabkan oleh bahan ajar yang belum memfasilitasi kemampuan pemecahan masalah. Penelitian bertujuan untuk menghasilkan LKPD materi segi empat berbasis Problem-Based Learning dengan konteks Lapangan Merdeka Bintuhan yang memenuhi kriteria valid, praktis dan efektif untuk meningkatkan kemampuan pemecahan masalah peserta didik. Penelitian ini menggunakan metode Research and Development dengan model ADDIE. Subjek penelitian adalah peserta didik kelas VIII SMPN 19 Kaur sebanyak 30 orang. Instrumen penelitian meliputi lembar validasi, angket kepraktisan dan tes kemampuan pemecahan masalah. Teknik analisis data meliputi analisis data kevalidan, kepraktisan, dan keefektifan. Skor hasil validasi oleh ahli materi sebesar 0,97, ahli media sebesar 0,98, dan ahli bahasa sebesar 0,92 yang seluruhnya memenuhi kriteria sangat valid. Dari segi kepraktisan oleh guru diperoleh skor 91,9% dan dari peserta didik diperoleh skor 90,6% yang seluruhnya memenuhi kriteria sangat praktis. Keefektifan LKPD dianalisis menggunakan persentase ketuntasan belajar, paired t-test, dan N-Gain. Hasil analisis menunjukkan bahwa sebanyak 90% peserta didik mencapai ketuntasan belajar. Selanjutnya hasil paired t-test menunjukkan p-value , artinya terdapat perbedaan rata-rata kemampuan pemecahan masalah peserta didik sebelum dan setelah penggunaan LKPD. Hasil pretest dan posttest menunjukkan nilai N-Gain sebesar 0,70067 berkategori tinggi. Dengan demikian, LKPD PBL konteks Lapangan Merdeka Bintuhan memiliki potensi untuk meningkatkan kemampuan pemecahan masalah peserta didik dan perlu dianalisis lebih mendalam dalam pengujian yang melibatkan kelas kontrol atau kelas eksperimen lainnya.   This study was motivated by the low problem-solving ability of students in quadrilateral topics due to teaching materials that had not adequately facilitated problem-solving skills. This study aimed to develop a valid, practical, and effective Problem-Based Learning (PBL)-based Student Worksheet (LKPD) using the Lapangan Merdeka Bintuhan context. The study employed Research and Development (R&D) using the ADDIE model. The subjects were 30 eighth-grade students of SMPN 19 Kaur. The instruments included validation sheets, practicality questionnaires, and problem-solving ability tests. The validity results obtained scores of 0.97 from the material expert, 0.98 from the media expert, and 0.92 from the language expert, which were categorized as very valid. The practicality results obtained scores of 91.9% from the teacher and 90.6% from the students, which were categorized as very practical. The effectiveness of the LKPD was analyzed using the percentage of learning mastery, a paired t-test, and N-Gain. The effectiveness analysis showed that 90% of students achieved learning mastery, the paired t-test yielded a p-value of 0.000 < 0.05, and the N-Gain score was 0.70067, categorized as high. Thus, the PBL LKPD was categorized as effective and showed potential for improving students’ problem-solving ability. Further research was needed with a control or other experimental class.
PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS REALISTIK UNTUK MENDUKUNG PEMAHAMAN KONSEP BILANGAN PECAHAN Khotimah, Rita Pramujiyanti; Sutarni, Sri; Sabrina, Dalila
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.16780

Abstract

Pemahaman konsep matematika penting bagi siswa dalam memahami dan menerapkan konsep matematika. Pada materi bilangan pecahan, siswa masih mengalami kesulitan memahami hubungan bagian dan keseluruhan serta menghubungkan representasi pecahan dengan situasi nyata. Realistic Mathematics Education (RME) menempatkan konteks kehidupan nyata sebagai titik awal untuk membangun dan menemukan kembali konsep melalui aktivitas, interaksi, perjenjangan, dan bimbingan. Penelitian ini bertujuan mengembangkan modul pembelajaran matematika berbasis RME pada materi bilangan pecahan yang valid dan praktis. Penelitian menggunakan metode penelitian dan pengembangan dengan model Borg dan Gall. Subjek penelitian terdiri dari tiga validator pada tahap pengembangan,  tiga  guru matematika dan 31 siswa pada tahap uji coba skala kecil yang dilaksanakan di SMP Muhammadiyah PK Kottabarat Surakarta. Data dikumpulkan melalui lembar validasi ahli serta angket respons guru dan siswa, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan validitas modul sebesar 88,33% dengan kategori sangat valid, kepraktisan menurut guru sebesar 85,56% dengan kategori sangat praktis, dan kepraktisan menurut siswa sebesar 76,77% dengan kategori praktis. Modul dinyatakan valid dan praktis untuk digunakan pada tahap uji coba pembelajaran selanjutnya. Efektivitas modul dalam meningkatkan pemahaman konsep belum diuji sehingga diperlukan uji lapangan lebih lanjut.   Understanding mathematical concepts is crucial for students to comprehend and apply them. Regarding the topic of fractions, students still struggle to grasp the relationship between parts and the whole and to connect fractional representations with real-life situations. Realistic Mathematics Education (RME) uses real-life contexts as a starting point for constructing and rediscovering concepts through activities, interaction, progressive levels of understanding, and guidance. This study aimed to develop a valid and practical RME-based mathematics learning module on fractions. The study employed the Research and Development (R&D) method using the Borg and Gall model. The research subjects included three validators during the development phase, as well as three mathematics teachers and 31 students during the small-scale trial conducted at SMP Muhammadiyah PK Kottabarat Surakarta. Data were collected via expert validation sheets and teacher and student response questionnaires, then analyzed using both quantitative and qualitative descriptive methods. The results showed a module validity of 88.33% (highly feasible category), teacher-rated practicality of 85.56% (highly practical category), and student-rated practicality of 76.77% (practical category). The module was deemed valid and practical for use in subsequent instructional trials. As the module's effectiveness in enhancing conceptual understanding has not yet been tested, further field testing is required.

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