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AKSIOMA: Jurnal Program Studi Pendidikan Matematika

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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 IslÄmic 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 1,528 Documents

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KEPRAKTISAN MODEL PEMBELAJARAN IDEA (ISSUE, DISCUSSION, ESTABLISH, AND APPLY) DALAM PEMBELAJARAN MATEMATIKA Yayan Eryk Setiawan; Mustangin Mustangin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Salah satu upaya untuk mengatasi kesalahan konsep yang dialami oleh siswa maupun mahasiswa adalah dengan mengembangkan model pembelajaran IDEA (Issue, Discussion, Establish, and Apply) untuk meningkatkan pemahaman konsep. Penelitian sebelumnya menunjukkan bahwa model pembelajaran IDEA ini telah valid secara teoritis. Sebagai penelitian lanjutan, maka perlu diadakan uji coba lapangan dari model pembelajaran IDEA yang telah valid secara teoritis untuk mengetahui kepraktisan model pembelajaran IDEA. Untuk itu, tujuan penelitian ini adalah untuk mengetahui kepraktisan model pembelajaran IDEA dalam pembelajaran Matematika. Metode penelitian ini yaitu penelitian pengembangan. Hasil yang dibahas dalam penelitian ini fokus pada hasil uji coba kelompok kecil dan uji coba kelompok besar yang merupakan bagian dari pengembangan model pembelajaran IDEA. Dari hasil uji coba kelompok kecil diperoleh masukan-masukan yang digunakan untuk merevisi lembar kerja mahasiswa dan menambahkan kegiatan-kegitan pada sintaks model pembelajaran IDEA. Dari hasil uji coba kelompok besar diperoleh tingkat kepraktisan model pembelajaran IDEA adalah tinggi, yaitu sebesar 73,47% yang berarti bahwa model pembelajaran IDEA praktis untuk dilaksanakan dalam pembelajaran matematika. Selain itu, melalui uji coba kelompok besar diperoleh kelebihan dan kekurangan dari model pembelajaran IDEA. Kelebihan model pembelajaran IDEA yaitu dapat meningkatkan minat belajar, pemahaman konsep, kreativitas, dan membuat suasana belajar menyenangkan. Sedangkan kekurangan model pembelajaran IDEA yaitu membutuhkan waktu yang relatif lama. One of the efforts to overcome misconceptions experienced by students is by developing an IDEA (Issue, Discussion, Establish, and Apply) learning model to improve conceptual understanding. Previous research has shown that the IDEA learning model is theoretically valid. As follow-up research, it is necessary to hold a field trial of the theoretically valid IDEA learning model to determine the practicality of the IDEA learning model. For this reason, the purpose of this study was to determine the practicality of the IDEA learning model in mathematics learning. This research method is development research. The results discussed in this study focus on the results of small group trials and large group trials that are part of the development of the IDEA learning model. From the results of the small group trial, it was obtained inputs that were used to revise student worksheets and add activities to the syntax of the IDEA learning model. From the results of large group trials, the practicality level of the IDEA learning model was high, namely 73.47%, which means that the IDEA learning model is practical to be implemented in mathematics learning. Also Besides, through large group trials, the advantages, and weakness of the IDEA learning model were obtained. The advantages of the IDEA learning model are that it can increase interest in learning, understanding concepts, creativity, and create a pleasant learning atmosphere. Meanwhile, the weakness of the IDEA learning model is that it takes a relatively long time.

PENGEMBANGAN BAHAN AJAR MATEMATIKA EKONOMI BERBASIS V-LOG BERORIENTASI PADA KEMAMPUAN PENGUASAAN KONSEP DAN KOMUNIKASI MATEMATIS Isnaini Mahuda; Amah Suhamah; Anton Nasrullah; Beni Junedi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk: a) mendeskripsikan desain bahan ajar Matematika Ekonomi berbasis vlog; b) mengukur tingkat kevalidan bahan ajar Matematika Ekonomi berbasis vlog menurut para ahli; c) mengukur tingkat kepraktisan bahan ajar Matematika Ekonomi berbasis vlog menurut mahasiswa pengguna; dan d) mengetahui tingkat efektivitas bahan ajar Matematika Ekonomi berbasis vlog terhadap kemampuan penguasaaan konsep dan komunikasi matematis mahasiswa pengguna. Metode penelitian ini menggunakan mixed-method dengan pendekatan penelitian dan pengembangan. Bahan ajar Matematika Ekonomi berbasis vlog dikembangkan dengan model pngembangan 4D (Define, Design, Develop dan Disseminate). Subjek dari penelitian ini adalah mahasiswa semester II jurusan Manajemen Fakultas Ekonomi dan Bisnis Universitas Bina Bangsa yang sedang mengambil mata kuliah Matematika Ekonomi. Hasil uji kevalidan dari para ahli yang terdiri dari ahli materi, ahli media dan ahli bahasa diperoleh bahwa bahan ajar Matematika Ekonomi berbasis vlog termasuk pada kriteria kelayakan sangat valid. Uji kepraktisan oleh mahasiswa pengguna bahan ajar diperoleh bahwa bahan ajar Matematika Ekonomi berbasis vlog termasuk dalam kriteria sangat praktis. Adapun uji efektivitas bahan ajar Matematika Ekonomi berbasis vlog efektif dalam meningkatkan kemampuan penguasaan konsep dan komunikasi matematis mahasiswa.The purpose of this study is to: a) describe the design of vlog-based Mathematics Economics teaching materials; b) measure the validity of vlog-based Mathematics Economics teaching materials according to experts; c) measure the practicality of vlog-based Mathematics Economics teaching materials according to student users; and d) measure the effectiveness of vlog-based Mathematics Economic teaching materials on the ability to mastery of mathematical concepts and mathematical communication of user students. This research method uses mixed-method with a research and development approach. Vlog-based Mathematics Economic teaching materials are developed using the 4D development model (Define, Ddesign, Develop and Disseminate). The subjects of this study is the 2nd semester students majoring in Management, Faculty of Economics and Business, University of Bina Bangsa who were currently taking Mathematics Economics courses. Validation test results from experts consisting of material experts, media experts and linguists obtained that the vlog-based Mathematics Economics teaching materials are very valid. Practicality test by students who use teaching materials is obtained that the vlog-based Mathematics Economics teaching material is very practical criteria. The effectiveness test of Vlog-based Mathematics Economics teaching materials is effective in improving students' mathematical concepts and mastery ability.

PRE-SERVICE MATHEMATICS TEACHERS METACOGNITIVE BELIEFS AND THEIR EFFECT ON MATHEMATICS ANXIETY Hendra Kartika; Lessa Roesdiana
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The present study aimed to identify the effects of metacognitive beliefs on mathematics anxiety encompassed by pre-service mathematics teachers’. The intervention role of factors such as positive beliefs was also examined. For this purpose, a total of sixty college students from the mathematics education program of one of the public universities in Indonesia were investigated through cross-sectional surveys. The data of the research were collected through a students’ self-report measure of metacognitive beliefs and mathematics anxiety. The results reveal that although there is no gender difference in metacognitive beliefs, female students are more anxious in mathematics than male students. There are no year levels of difference in metacognitive beliefs and mathematics anxiety. The result shows that metacognitive beliefs have negatively correlated with math anxiety. This study concludes that developing metacognitive beliefs helps pre-service mathematics teachers to effectively overcome mathematics anxiety. Also, enhancing cognitive confidence and controlling negative beliefs about the uncontrollability of thoughts and danger has implications as a treatment to reduce mathematics anxiety.

THE MATHEMATICS LEARNING MODEL’S FOR EARLY GRADE STUDENTS: CONTEXTUAL OR PROBLEM-BASED LEARNING Moh. Farizqo Irvan; Mohammad Adam Jerusalem; Habibullah Habibullah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This research aimed to know the appropriate learning model was applied in early grade mathematics learning by showed the differences in mathematics learning outcomes of students who use contextual teaching-learning and problem-based learning. This research method was quasi-experiment with a posttest only control group design. The population of this research were 3rd grade students of SD Negeri Wonosari, Semarang City. The sampling technique was used to cluster random sampling with two experimental classes. The first experimental class used contextual teaching-learning and the second experimental class used problem-based learning. The data were analyzed using a one-way ANOVA test. The results showed that there were differences between student mathematics learning outcomes in three classes. Student learning outcomes that applied contextual teaching and learning were better than mathematics learning outcomes of students who applied problem-based learning or conventional learning because contextual teaching and learning more emphasis on meaningful learning from real life that made it easier for students to understand. The teacher should be able to choose the appropriate model to be applied in mathematics learning following the grade level so that mathematics learning in the early grade could run optimally. So, this model was suitable to apply in early grade mathematics learning.

DEFRAGMENTING PROSES BERPIKIR PSEUDO SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA Junaidi Fery Efendi; Ryan Angga Pratama
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk melihat proses berpikir pseudo salah atau benar serta melihat dan melakukan defragmenting dalam menata kembali kesalahan proses berpikir siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan pengambilan subjek penelitian sebanyak 11 siswa kelas IX SMP Muhammadiyah 10 Surabaya. Teknik pengumpulan data dengan lembar soal tes dilanjutkan dengan wawancara, kemudian dianalisis dan dideskripsikan. Hasil penelitian menunjukkan siswa mengalami pseudo salah dimana jawaban salah namun setelah refleksi siswa mampu memberikan jawaban yang benar. Pada proses berpikir pseudo ini siswa mengalami kesalahan mengkontruksi konsep matematika, kesalahan berpikir analogi dan kesalahan penempatan konsep matematika. Tahapan yang dilakukan dalam menata kembali proses berpikir pseudo maka dilakukan defragmenting yaitu dengan memberikan scaffolding, conflict cognitive dan disequilibrasi. Hasil yang diperoleh dalam defragmenting siswa mampu mengkontruksi, menganalogi dan menempatkan konsep matematika secara terstruktur. The purpose of this research is to see the right or wrong of pseudo thinking process, also to see and do defragmenting in rearranging students' thinking process errors. This study used a descriptive qualitative approach by taking 11 research subjects of students in class IX Muhammadiyah 10 School. Data collection techniques with test questions continued with interviews, then analyzed and described. The results showed students experienced wrong pseudo where the answers were wrong, but after reflection students were able to give correct answers. In this pseudo thinking process students have errors experience to constructing mathematical concepts, analogical thinking errors and placement errors of mathematical concepts. The steps taken to restructure the pseudo thinking process are carried out by defragmenting, that are providing scaffolding, cognitive conflict and disequilibration. The results obtained in defragmenting students are able to construct, analogize and placement of mathematical concepts in a structured and correct manner.

DESAIN PENGEMBANGAN MODUL MATEMATIKA BERBASIS SANTUN BERBAHASA UNTUK SISWA SLOW LEARNER DI SEKOLAH DASAR Savitri Wanabuliandari; Ristiyani Ristiyani; Nuning Kurniasih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tujuan dari penelitian ini adalah (1) menganalisis hasil studi lapangan terkait kebutuhan desain modul matematika berbasis santun berbahasa untuk siswa slow learner, (2) menganalisis hasil temuan di lapangan dan hasil FGD terkait kebutuhan desain modul matematika berbasis santun berbahasa untuk siswa slow learner, (3) merumuskan desain draf modul matematika berbasis santun berbahasa untuk siswa slow learner. Metode penelitian yang digunakan adalah deskriptif. Metode deskriptif ini digunakan untuk menggambarkan desain pembuatan modul matematika berbasis santun berbahasa. Modul ini dirancang dengan memperhatikan karakteristik siswa slow learner di sekolah dasar. Hasil penelitian menunjukkan bahwa (1) berdasarkan hasil studi lapangan modul matematika berbasis santun berbahasa membahas materi pembelajaran matematika secara koheren dan jelas perlu untuk dikembangkan dengan memperhatikan kesantunan dalam setiap kalimat baik kalimat perintah, penjelasan dan pertanyaan; (2) berdasarkan temuan dan FGD perlu dirancang modul yang menggunakan kurikulum 2013, ada kegiatan proyek yang menarik, memasukkan bahasa yang santun, isinya runtut dan detail, tema tentang kebudayaan, memperhatikan karakter siswa slow learner, desain halaman dan sambul berkaitan dengan budaya; dan (3) Desain draft modul matematika berbasis santun berbahasa menyediakan 3 bagian dasar dari pengantar, konten, dan penutup, serta desain setiap kegiatan pembelajaran disusun menggunakan akronim yang unik sehingga menarik dan mudah diakses oleh siswa yang lambat. The objectives of this study were (1) analyze the results of field studies related to the need for language-based mathematics module design for slow learner students, (2) analyze the findings in the field and the results of FGDs related to the need for language-based mathematics module design for slow learner, (3) formulating a draft design of a mathematics module based on polite language for slow learner students. The research method is descriptive. It used to describe the design of a mathematics module based on polite language. This module is designed with students in mind. Slow learner in elementary school. The results showed that (1) based on the results of the field study, the language-based mathematics module discusses mathematics learning material in a coherent and clear manner, it needs to be developed by paying attention to the politeness in the sentence of each command sentence, explanation and question; (2) based on the findings and FGD, it is necessary to design modules that use the 2013 curriculum, have interesting project activities, include helpful language, coherent and detailed content, themes about culture, paying attention to the character of students who are slow, page design and chutney related to culture; and (3) The design of the draft mathematics module based on polite language provides 3 basic parts of the introduction, content, cover, and design of each learning activity which is arranged using unique acronyms so that it is attractive and easily accessible to slow students.

Game Android "MENALAR" Berbasis Adobe Animation CC Ryan Angga Pratama; Rahayu Sri Waskitoningtyas
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk menghasilkan media pembelajaran jarak jauh dengan menggunakan Adobe Animation CC yaitu berupa permainan edukasi "MENALAR" yang dapat dimainkan di ponsel cerdas. Produk dikembangkan dengan memperhatikan aspek validitas, kepraktisan, dan keefektifan dalam pembelajaran matematika pada siswa kelas X SMA Negeri 5 Balikpapan. Adapun implementasinya menggunakan desain pengembangan Multimedia Development Life Cycle (MDLC) yang terdiri dari: konsep, perancangan, pengumpulan materi, pembuatan, pengujian, dan distribusi. Hasil tersebut diperoleh dari pengujian media yang terdiri dari uji Alpha dan uji Beta dalam kelompok kecil, dan uji Beta dalam kelompok besar. Hasil penelitian menyimpulkan bahwa game edukasi "MENALAR" berbasis Adobe Animation CC termasuk dalam kategori sangat valid dengan persentase 88,9%, sangat praktis dengan persentase rata-rata 83,6%; dan efektif meskipun persentase ketuntasan hanya mencapai 60,4%. Sehingga secara keseluruhan media pembelajaran yang dikembangkan dapat menjadi alternatif dalam kegiatan pembelajaran khususnya mengenai soal-soal penalaran metematika. This study aims to produce distance learning media using Adobe Animation CC, which is a "MENALAR" educational game that can be played on a smartphone (Android). The product is developed by attention to the aspects of validity, practicality, and effectiveness in learning mathematics in X-Grade Students of SMA Negeri 5 Balikpapan. The implementation uses Multimedia Development Life Cycle (MDLC) design consisting of: concept, design, material collection, assembly, testing, and distribution. These results were obtained from media testing consisting of Alpha and Beta test (in small and large groups). The results of the study concluded that the educational game "MENALAR" based on Adobe Animation CC was included in the very valid with an average percentage of 88,9%, very practical with an average percentage of 83,6%; and effective even though the percentage of completeness only reaches 60,4%. So that overall the learning media developed can be an alternative in learning activities, especially mathematics reasoning problems.

ETNOMATEMATIKA UNTUK SISWA SEKOLAH MENENGAH:EKSPLORASI KONSEP-KONSEP GEOMETRI PADA BUDAYA SUKU BOTI Wilfridus Beda Nuba Dosinaeng; Meryani Lakapu; Yohanes Ovaritus Jagom; Irmina Veronika Uskono; Samuel Igo Leton; Kristoforus Djawa Djong
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Suku Boti sebagai salah satu suku tertua di pulau Timor, Nusa Tenggara Timur yang kaya akan warisan budaya. Keunikan budaya Boti perlu dijaga dan dilestarikan karena merupakan salah satu budaya asli Indonesia. Penelitian ini adalah penelitian kualitatif berdesain etnografi yang bertujuan untuk mengeksplorasi unsur-unsur geometri yang terdapat dalam budaya suku Boti. Subjek dalam penelitian ini yaitu masyarakat suku Boti Dalam yang masih tertutup terhadap budaya modern dan menjalankan tradisi budaya Boti dalam kehidupan sehari-hari. Objek yang diteliti dalam penelitian ini yaitu lopo, tup mahae, tobe, dan sene. Teknik analisis data yang digunakan dalam penelitian ini yaitu analisis taksonomi. Hasil penelitian menunjukkan bahwa konsep-konsep geometri meliputi aksioma titik, garis, dan bidang, konsep garis singgung, konsep luas dan volume bangun datar, konsep luas dan volume bangun ruang, serta konsep kekongruenan. Selain itu, kemampuan-kemampuan matematis seperti kemampuan representasi, kemampuan visual spasial, kemampuan koneksi, dan kemampuan pemecahan masalah dapat dikembangkan berdasarkan unsur-unsur geometris pada budaya suku Boti. Hasil eksplorasi ini dapat digunakan oleh para guru matematika untuk mengembangkan pembelajaran geometri di kelas berbasis budaya Boti. Boti as one of the oldest tribes on the Timor Island, East Nusa Tenggara, has a lot of cultural heritage. The uniqueness of Boti culture needs to be preserved because it is one of Indonesia's original cultures. This is a qualitative research with ethnographic design which aimed to explore the geometry concepts contained in Boti culture. The subject of this research is the Boti Dalam society which still closed to modern culture and maintain the Boti cultural traditions in daily life. The objects discussed in this research are lopo, tup mahae, tobe, and sene. The data analysis technique used in this research is taxonomic analysis. The results showed that the concepts of geometry covering the axioms of points, lines, and fields, tangent concept, the concept of area and volume of flat shapes, the concept of area and volume of space builds, and the concept of concordance. In addition, mathematical abilities such as representation, visual spatial ability, connection ability, and problem solving ability can be developed based on geometric culture of the Boti Tribe. The results of this exploration can be used by mathematics teachers to develop geometry learning in Boti culture-based classes.

DEVELOPMENT OF MATHEMATICS TEACHING MATERIALS BASED ON SCIENTIFIC APPROACH FOR MATHEMATICS LEARNING Heni Pujiastuti; Rudi Haryadi; Faizal Ridwan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This study aims to develop mathematics learning based on a scientific approach to support learning mathematics in understanding mathematical concepts. This research method is to use research and development with 4D models. The 4D model consists of four steps: determining, designing, developing, and disseminating. The subjects of this study were junior high school students with an average age of 12 years. The instrument used is the feasibility aspect of the learning media. The technique used is seen from the feasibility of teaching material media. The results showed that the visual element was 87.50%, which means that this mathematics teaching material has an excellent visualization. The part of software engineering is 94.44%, which means that mathematics teaching materials are elementary to use and access. The implementation aspect is 83.33%, which means that mathematics teaching materials can be alternative support for increasing student motivation and self-regulation. The result for content accuracy is 87.5%, which means that mathematics teaching materials have perfect content accuracy. Then for the presentation aspect is 70.83% included in both categories. The evaluation aspect is 77.78%, which means the evaluation instruments in mathematics teaching materials are varied and quite tricky. The language used is 91.67%, which means the language used in mathematics teaching materials is very communicative, easy to understand, and students' cognitive development. The teaching material is suitable for mathematics learning for junior high school students based on the results obtained.

ANALISIS KESALAHAN SISWA SEKOLAH DASAR DALAM MENYELESAIKAN MASALAH MATEMATIKA BERDASARKAN NEWMAN Rissa Prima Kurniawati; Fida Rahmantika Hadi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Many students in elementary school make mistakes when solving math problems, especially misconceptions. This is caused by a lack of mathematical material understanding, students are lazy to open mathematics books or notes, and students are lazy to do assignments given by the teacher. This study aims to analyze the mistakes of fifth grade elementary school students in solving HOTS math’s problems based on Newman. This type of research in this research is qualitative research. The data collection techniques include tests, interviews, and documentation. Data analysis techniques in this study were data reduction, data presentation, and conclusion drawing. Based on the results of the study, the mistakes made by fifth grade students of SDN 02 Mojorejo Kota Madiun were reading errors, comprehension errors, transformation errors, process skill errors, and answer errors. end (encoding error). The most frequent mistakes made were misunderstanding and process skills errors. Some of the factors that cause students to make mistakes are students who are not familiar with HOTS math problems, students do not write down what is known and asked from the questions, lack of mastery on the material of volume shapes, and students are not careful in answering math questions

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