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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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EKSPLORASI GRUP DIHEDRAL PADA ORNAMEN MASJID MUNGSOLKANAS BANDUNG: SEBUAH STUDI ETNOMATEMATIKA Suhaedi, Didi; Soleh, M Nadzir; Purniati, Tia
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.v15i3.16789

Abstract

Matematika sering dipandang sebagai ilmu yang abstrak dan terpisah dari kehidupan sehari-hari, sehingga keterkaitannya dengan budaya sering kurang disadari. Padahal, matematika hadir dalam berbagai bentuk budaya, salah satunya melalui pola geometri pada ornamen masjid. Pola-pola tersebut menunjukkan keteraturan yang dapat dianalisis menggunakan konsep teori grup untuk mengungkap struktur matematis yang terkandung di dalamnya. Penelitian ini bertujuan untuk mengeksplorasi struktur grup dihedral pada ornamen Masjid Mungsolkanas Bandung. Metode yang digunakan dalam penelitian ini adalah etnografi, dengan lokasi penelitian di Masjid Mungsolkanas, Bandung, Jawa Barat, Indonesia. Kerangka kerja etnomatematika ini menggunakan empat pertanyaan kunci, yaitu: “Dari mana pengamatan dilakukan?”, "Bagaimana proses pengamatan dilakukan?”, "Apa hasil pengamatan tersebut?”, dan “Apa artinya?”. Peneliti berperan sebagai instrumen utama dalam pengumpulan data melalui teknik triangulasi, yaitu wawancara, observasi, dan studi pustaka. Analisis data dilakukan dalam tiga tahap, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa ornamen Masjid Mungsolkanas mengandung struktur grup dihedral D6. Temuan ini menunjukkan adanya keterkaitan antara nilai estetika ornamen Masjid Mungsolkanas dengan representasi konsep aljabar dalam budaya lokal. Hasil penelitian ini tidak hanya memperluas kajian matematika, tetapi juga memperkuat perspektif etnomatematika melalui eksplorasi pola dan struktur matematis pada ornamen masjid. Dengan demikian, konsep matematika yang bersifat abstrak dapat dipahami dalam konteks budaya yang lebih nyata dan terintegrasi dengan kearifan lokal.   Mathematics is often viewed as an abstract discipline disconnected from everyday life, so its connection to culture is frequently overlooked. In fact, mathematics is present in various cultural forms, one of which is through the geometric patterns found in mosque ornamentation. These patterns exhibit regularities that can be analyzed using concepts from group theory to reveal the mathematical structures they contain. This study aims to explore dihedral group structures in Mungsolkanas Bandung Mosque ornamentation. The method used in this study is ethnography, with the research site located at the Mungsolkanas Mosque in Bandung, West Java, Indonesia. This ethnomathematics framework employs four key questions: “From where is the observation made?”, “How is the observation process conducted?”, “What are the results of the observation?”, and “What does it mean?”. The researcher serves as the primary instrument in data collection through triangulation techniques, namely interviews, observation, and literature review. Data analysis was conducted in three stages: data reduction, data presentation, and drawing conclusions. The research results indicate that the ornaments of the Mungsolkanas Mosque contain a D6 dihedral group structure. This finding suggests a connection between the aesthetic value of the Mungsolkanas Mosque’s ornaments and the representation of algebraic concepts within local culture. The results of this study not only expand the scope of mathematical research but also strengthen the ethnomathematics perspective through the exploration of mathematical patterns and structures in mosque ornamentation. Thus, abstract mathematical concepts can be understood within a more tangible cultural context and integrated with local wisdom.
PENGEMBANGAN E-MODUL INTERAKTIF BERDASARKAN PRINSIP COGNITIVE LOAD THEORY UNTUK PEMBELAJARAN MATERI KUBUS DAN BALOK Agusti, Fardatil Aini; S, Salmaini; Ridha, Mhd; Alfarabby, M Tauhid; Amsari, Dina
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.v15i3.17119

Abstract

Pembelajaran geometri di sekolah dasar masih menghadapi berbagai kendala, terutama dalam membantu siswa memvisualisasikan objek tiga dimensi dan memahami hubungan antar unsur bangun ruang. Kondisi tersebut berpotensi meningkatkan beban kognitif sehingga pemahaman konsep geometri menjadi kurang optimal. Penelitian ini bertujuan mengembangkan e-modul interaktif berdasarkan prinsip Cognitive Load Theory pada materi kubus dan balok untuk siswa sekolah dasar yang memenuhi kriteria valid dan praktis. Penelitian ini menggunakan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Validator penelitian terdiri atas satu ahli materi, satu ahli media, dan satu ahli bahasa, sedangkan subjek penelitian melibatkan dua guru dan 34 siswa kelas VI dari salah satu sekolah dasar di Kabupaten Lima Puluh Kota, Sumatera Barat. Instrumen penelitian meliputi angket analisis kebutuhan dan beban kognitif siswa, lembar validasi, dan angket praktikalitas. Data dianalisis secara deskriptif kuantitatif menggunakan skor rata-rata. Hasil analisis kebutuhan menunjukkan bahwa guru dan siswa memiliki kebutuhan yang tinggi terhadap media pembelajaran geometri yang interaktif. Analisis beban kognitif menunjukkan bahwa siswa memiliki intrinsic load yang sedang, extraneous load kategori sedang, dan germane load yang tinggi. E-modul yang dikembangkan mengintegrasikan pengelolaan intrinsic load, extraneous load, dan germane load melalui pendekatan petualangan tematik Portal Gatra, visualisasi multimodal, aktivitas eksplorasi, dan refleksi belajar. Hasil validasi memperoleh skor rata-rata 3,86 dengan kategori sangat valid, sedangkan hasil praktikalitas memperoleh skor rata-rata 3,80 dari guru dan 2,81 dari siswa dengan kategori sangat praktis. Dengan demikian, e-modul interaktif berbasis Cognitive Load Theory yang dikembangkan dinyatakan layak digunakan sebagai media pembelajaran geometri pada materi kubus dan balok di sekolah dasar.   Geometry learning in elementary schools still faces challenges in helping students visualize three-dimensional objects and understand the relationships among the elements of solid figures. These challenges may increase cognitive load and hinder students’ conceptual understanding of geometry. This study aimed to develop an interactive e-module based on the principles of Cognitive Load Theory for learning cubes and cuboids among elementary shool students that meets the criteria of validity and practicality. The study employed the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The validators consisted of one material expert, one media expert, and one language expert, while the participants involved two elementary school teachers and 34 sixth-grade students from an elementary school in Lima Puluh Kota Regency, West Sumatera. Data were collected using needs analysis and cognitive load questionnaires, validation sheets, and practicality questionnaires, and analyzed descriptively using mean scores. The needs analysis indicated that both teachers and students required more interactive geometry learning media. The cognitive load analysis revealed moderate intrinsic load, moderate extraneous load, and high germane load among students. The developed e-module integrated cognitive load management through the Portal Gatra thematic adventure approach, multimodal visualization, exploratory activities, and reflective learning tasks. The validation results yielded an average score of 3.86, categorized as highly valid, while the practicality results obtained average scores of 3.80 from teachers and 2.81 from students, both categorized as highly practical. Therefore, the developed e-module is feasible for use as a geometry learning medium on cubes and cuboids in elementary schools.
GENDER DIFFERENCES IN MATHEMATICAL REASONING AND MATH ANXIETY AMONG JUNIOR HIGH SCHOOL STUDENTS Farida, Nurul; Dahlan, Jarnawi Afgani; Linuhung, Nego
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.v15i3.17625

Abstract

Mathematical reasoning is an important skill in mathematics learning, but in reality these skills are still relatively low in many junior high school students, while the relative contribution between gender and math anxiety to these abilities has not been widely studied simultaneously. This study intends to investigate the impact of gender and math anxiety on students' mathematical reasoning ability. Mathematical reasoning ability was the dependent variable in the multiple linear regression analysis, whereas gender and mathematics anxiety were the independent factors. Before the study, data were checked for the traditional regression assumptions of normality, linearity, homoscedasticity and absence of multicollinearity. The results indicate that the regression model significantly explains the association between predictor factors and students’ mathematical reasoning abilities, explaining 47.5% of the variance (R² = 0.475). Further investigation showed that gender has a large and significant effect on mathematical reasoning abilities, whereas math anxiety had no meaningful effect. Female students demonstrated significantly higher mathematical reasoning scores than male students. Gender appeared to be more strongly associated with students' mathematical reasoning skills than math anxiety (standardized β = 0.705 for gender vs β = 0.085 for mathematics anxiety, with a semi-partial correlation of 0.68 and 0.08, respectively, and 95% CI for unstandardized gender coefficient of [24.91; 49.50]). The finding of this study suggests that it is important to consider gender-related elements in the creation of techniques to improve students’ mathematical reasoning abilities.

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