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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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KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI TIPE KEPRIBADIAN GUARDIAN DAN GENDER Indah Dwi Mulyastuti; Budiyono Budiyono; Diari Indriani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan mendeskripsikan kemampuan komunikasi matematis peserta didik ditinjau dari tipe kepribadian guardian dan gender. Jenis penelitian yang digunakan adalah penelitian deskriptif kualitatif. Penelitian dilaksanakan di SMP Negeri 1 Purwodadi tahun ajaran 2019/2020. Subjek penelitian adalah peserta didik kelas VIII I dengan tipe kepribadian guardian, kemudian dipilih 2 peserta didik perempuan dan 2 peserta didik laki-laki menggunakan purposive sampling. Instrumen pengumpulan data yang digunakan yaitu observasi, angket, tes dan wawancara. Teknik pengumpulan data adalah teknik triangulasi dengan membandingkan hasil tes kemampuan komunikasi matematis dan wawancara. Analisis data yang digunakan dalam penelitian ini adalah reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian memberikan gambaran bahwa (1) subjek perempuan berkepribadian guardian memenuhi tiga indikator kemampuan komunikasi matematis yaitu menulis matematis, menggambar secara sistematis dan ekspresi matematis, dari ketiga indikator yang terpenuhi peserta didik perempuan menuliskan ide-ide matematika dengan sistematis, mengilustrasikan gambar sesuai permasalahan dengan rapi dan dapat merencanakan model matematika dalam menyelesaikan permasalahan. (2) subjek laki-laki berkepribadian guardian memenuhi tiga indikator kemampuan komunikasi matematis, namun dalam menuliskan langkah-langkah ide matematis tidak berurutan, tidak rapi dalam mengilustrasikan gambar dari suatu permasalahan tetapi dapat menyelesaikan masalah dengan benar dan tepat sesuai perencanaan yang dibuat.

ANALYSIS OF STORY PROBLEMS BY APPLYING THE PROBLEM BASED LEARNING BASED ON NEWMAN'S ERROR ANALYSIS Yuliana Yuliana; Marhan Taufik; Reni Dwi Susanti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

his study aims to describe the application of the PBL learning model in mathematics learning, to find out the types of errors that students make in solving math story problems based on Newman's analysis, and what factors are the causes of student errors in solving math story problems. The subjects of this research were students of class VII. The type of research used in this research is descriptive qualitative. Data collection techniques used in this research are observation, written tests, and interviews. The results showed that learning with the application of the PBL model with NEA on the rectangular material went very well during the three meetings that went very well, as indicated by the implementation of each of these learning steps during the learning process going well, this indicates that student activities when the learning process by applying the PBL learning model with the NEA went very well. The error analysis based on the NEA shows that the most mistakes made by students were errors in writing the final answer. This was due to students' mistakes in working on the previous stage and also students who did not write conclusions, the lowest error made by students was transformation errors.

MATHEMATICS STUDENTS’ HOTS ASSESSMENT Benidiktus Tanujaya; Rully Charitas Indra Prahmana; Jeinne Mumu
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Assessment is a crucial aspect of education. A critical point in the evaluation is the validity of the instruments used in conducting the assessment. However, some studies do not pay more attention to this section, which results in the invalid results of the resulting research. This study aimed to map the indicators of the Higher-Order Thinking Skills (HOTS) of mathematics students and analyze their existence as components of the instruments. The subjects were 203 senior high school students of science, Manokwari, Indonesia. Test instruments that involved five critical and four creative thinking were used to measure students' HOTS. The data was analyzed using multidimensional scaling (MDS) to map the indicators. The results showed that the five indicators of critical thinking skills form a unified distribution pattern, while the four indicators of creativity tend to spread. Therefore, each indicator used has a unique contribution in explaining the HOTS of mathematics students. Abstrak Penilaian atau evaluasi merupakan aspek penting dari pendidikan. Titik kritis dalam evaluasi adalah validitas instrumen yang digunakan dalam melakukan penilaian. Namun, sejumlah penelitian tidak fokus memperhatikan bagian ini, yang berakibat pada hasil penelitian yang tidak valid. Penelitian ini bertujuan untuk memetakan indikator Higher Order Thinking Skills (HOTS) matematika siswa dan menganalisis keberadaannya sebagai komponen penting pada suatu instrumen. Subjek penelitian ini adalah 203 siswa SMA IPA di Manokwari, Indonesia. Instrumen tes yang melibatkan lima indikator berpikir kritis dan empat indikator berpikir kreatif digunakan untuk mengukur HOTS siswa. Data dianalisis menggunakan multidimensional scaling (MDS) untuk memetakan seluruh indikator. Hasil penelitian menunjukkan bahwa kelima indikator keterampilan berpikir kritis membentuk pola sebaran yang menyatu, sedangkan keempat indikator kreativitas cenderung menyebar. Oleh karena itu, setiap indikator yang digunakan memiliki kontribusi unik dalam menjelaskan HOTS matematika siswa.

PENGEMBANGAN REALQU UNTUK MEMAKSIMALKAN KEMAMPUAN PEMBUKTIAN MATEMATIS BERDASARKAN ADVERSITY QUOTIENT Era Dewi Kartika; Dyah Ayu Sulistyaning Cipta; Laila Nur Rohmah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The Covid-19 pandemic, which has an impact on the application of online learning, requires teachers to find the right learning methods and strategies. In this study, researchers used RealQu, an application created using Figma and Android Studio. By using RealQu, the Real Analysis learning that is carried out is expected to be able to maximize students' mathematical proof abilities based on the adversity quotient. The research method used is development research which produces a product called RealQu which can be installed on Android-based phones. From the trial results, it was concluded that RealQu could then be used in Real Analysis lectures that still used the system in the network. There is an increase in students' abilities in the quitter, camper, and climber categories.

MEDIA TUTORIAL MATLAB BERBASIS WEB DALAM METODE NUMERIK SEBAGAI PENGUATAN LITERASI DIGITAL Reza Kusuma Setyansah; Restu Lusiana
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk mengetahui validitas, kepraktisan, dan efektivitas media tutorial matlab berbasis web pada materi perkuliahan metode numerik sebagai penguatan literasi digital. Untuk mencapai tujuan itu digunakan model Plomp yang terdiri dari empat tahapan yaitu: fase investigasi awal, fase desain, fase realisasi/konstruksi, fase test, evaluasi dan revisi. Subjek dalam penelitian ini adalah mahasiswa semester 4 di Universitas PGRI Madiun semester keempat tahun ajaran 2019/2020. Subjek penelitian dibagi menjadi 2 jenis yaitu, subjek uji coba terbatas dan subjek uji coba lapangan. Instrumen penelitian adalah lembar validasi media tutorial matlab, angket respon mahasiswa, dan tes prestasi belajar. Hasil penelitian ini adalah (1) media pembelajaran yang dikembangkan yang memenuhi kriteria validitas 82,00%. (2) Media pembelajaran yang dikembangkan memenuhi aspek praktis 82,22% dan untuk uji coba lapangan 82,50% (3), Media pembelajaran dikembangkan untuk memenuhi kriteria efektivitas dalam uji coba terbatas 83,33% dan uji coba lapangan 87,50%. Berdasarkan hasil penelitian dapat disimpulkan bahwa media tutorial yang dikembangkan layak dan sesuai untuk digunakan sebagai penguatan literasi digital. Kondisi pencapaian penguatan literasi digital dengan menggunakan media tutorial matlab berbasis web sebesar 70,83% terkategorikan cukup dominan terhadap aspek (1) penggunaan teknologi, (2) penggunaan smartphone dan (5) Online Safety. AbstractThis study aims to determine the validity, practicality, and effectiveness of web-based matlab tutorial media on numerical method lecture materials as strengthening digital literacy. To achieve this goal, the Plomp model is used which consists of four stages, namely: the initial investigation phase, the design phase, the realization / construction phase, the test phase, evaluation and revision. The subjects in this study were 4th semester students at PGRI Madiun University in the fourth semester of the 2019/2020 school year. Research subjects are divided into 2 types, namely, limited trial subjects and field trial subjects. The research instruments were the validation sheet of the matlab tutorial media, student response questionnaires, and learning achievement tests. The results of this study are (1) developed learning media that meet the validity criteria of 82.00%. (2) The learning media developed fulfills the practical aspects of 82.22% and for field trials 82.50% (3), the learning media is developed to meet the effectiveness criteria in limited trials 83.33% and field trials 87.50%. Based on the research results, it can be concluded that the tutorial media developed are feasible and suitable for use as digital literacy strengthening. The condition for achieving digital literacy strengthening using web-based matlab tutorial media is 70.83% categorized as quite dominant in aspects (1) use of technology, (2) use of smartphones and (5) Online Safety.

MATHEMATICS LEARNING ACHIEVEMENT: DISCOVERY LEARNING COLLABORATION THINK PAIR SHARE VIEWED FROM REASONING Anggoro Yugo Pamungkas; Sugiman Sugiman; Nining Setyaningsih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This study aims to (1) analyze Discovery Learning Setting Think Pair Share on mathematics learning achievement, (2) analyze the level of students 'reasoning towards mathematics learning achievement, and (3) determine the interaction of Discovery Learning Setting Think Pair Share and the level of students' reasoning on mathematics learning achievement. This type of research uses quantitative research with a quasi-experimental design. All grade VIII students of State Junior High School 1 Sambi were the population of this study. The sample in this study consisted of two classes, 31 experimental and 32 control students, with a sampling technique using cluster random sampling. Data collection techniques using documentation, tests, and questionnaires. The data analysis technique used the ANOVA technique. Two ways with different cells. The results of the study with a significance level of 5% are (1) there is a good effect using Discovery Learning Setting Think Pair Share on students 'mathematics learning achievement, (2) there is a good effect of reasoning on students' mathematics learning achievement, and (3) there is no interaction between Discovery Learning. Think Pair Share setting and students' reasoning. Therefore, it is concluded that mathematics learning achievement can be influenced by Discovery Learning Setting Think Pair Share and reasoning. Keywords: Discovery learning setting think pair share; mathematics learning outcomes; reasoning. AbstrakPenelitian ini bertujuan untuk (1) menganalisis Discovery Learning Setting Think Pair Share terhadap prestasi belajar matematika, (2) menganalisis tingkat penalaran siswa terhadap prestasi belajar matematika, dan (3) mengetahui interaksi Discovery Learning Setting Think Pair Share dan tingkat penalaran siswa terhadap prestasi belajar matematika. Jenis penelitian menggunakan penelitian kuantitatif dengan desain quasi experiment. Seluruh siswa kelas VIII SMP Negeri 1 Sambi menjadi populasi penelitian ini. Sampel dalam penelitian ini terdiri dari dua kelas dengan 31 siswa eksperimen dan 32 siswa kontrol, dan pengambilan teknik sampling menggunakan cluster random sampling. Teknik pengumpulan data menggunakan metode dokumentasi, tes dan angket. Teknik analisis data menggunakan teknik ANAVA dua jalan dengan sel tak sama. Hasil penelitian dengan tingkat signifikansi 5% adalah (1) ada pengaruh baik menggunakan Discovery Learning Setting Think Pair Share terhadap prestasi belajar matematika siswa, (2) ada pengaruh baik penalaran terhadap prestasi belajar matematika siswa, dan (3) tidak ada interaksi antara Discovery Learning Setting Think Pair Share dan penalaran siswa. Oleh karena itu, disimpulkan bahwa prestasi belajar matematika dapat dipengaruhi oleh Discovery Learning Setting Think Pair Share dan penalaran. Kata Kunci: Discovery learning setting think pair share; penalaran; prestasi belajar matematika.

PENGEMBANGAN INSTRUMEN PENGUKUR HIGHER ORDER THINKING SKILLS (HOTS) MATEMATIKA PADA SISWA SEKOLAH MENENGAH PERTAMA Eka Rachma Kurniasi; Ayen Arsisari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Latar belakang penelitian adalah kurangnya soal-soal Higher Order Thinking Skills (HOTS) yang tersedia, siswa masih kurang dilatih mengerjakan soal HOTS, dan guru belum sepenuhnya memahami pengembangan soal-soal HOTS padahal dalam upaya peningkatan kemampuan HOTS siswa perlu dibiasakan menghadapi soal-soal HOTS. Penelitian ini bertujuan untuk mengembangan instrumen pengukur HOTS matematika bagi siswa Sekolah Menengah Pertama(SMP) kelas VII semester satu. Metode penelitian adalah penelitian dan pengembangan dengan tahapan ADDIE yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Instrumen yang digunakan dalam penelitian adalah soal tes HOTS berbentuk uraian, lembar observasi, angket respon, dan lembar wawancara. Adapun alur penelitian dimulai dengan analisis awal, pengembangan kisi-kisi soal HOTS, validasi ahli, revisi, uji praktisi, uji coba skala kecil, revisi, dan uji coba skala besar. Hasil penelitian adalah 18 butir soal HOTS dengan Standar Kompetensi Bilangan, Himpunan, Aljabar, dan Sistem Persamaan Linier Dua Variabel. Indikator instrumen HOTS yang dikembangkan meliputi kemampuan analisis, evaluasi, dan kreasi. Soal yang dikembangkan mempunyai kualitas valid dilihat dari uji validitas butir soal semua diatas 0,5, reliabilitas 0,86, tingkat kesukaran sulit dan sedang, serta daya pembeda baik dan cukup. Adapun skor rerata HOTS siswa adalah 71. Kesimpulan dari penelitian ini adalah menghasilkan instrumen pengukur HOTS siswa sekolah menengah pertama yang valid dan reliabel.The research background is the lack of available HOTS questions, students are still not trained to work on HOTS questions, and teachers do not fully understand the development of HOTS questions, even though in an effort to improve students' HOTS abilities, they need to be accustomed to dealing with HOTS questions. This study aims to develop an instrument for measuring Mathematics Higher Order Thinking Skills (HOTS) for seventh grade junior high school students in the first semester. The research method is research and development with ADDIE stages, namely analysis, design, development, implementation and evaluation. The instruments used in the study were HOTS test questions in the form of descriptions, observation sheets, response questionnaires, and interview sheets. The research flow begins with the initial analysis, development of a HOTS question grid, expert validation, revision, practitioner testing, small-scale trials, revisions, and large-scale trials. The results of the study were 18 HOTS items with Competency Standards for Numbers, Sets, Algebra, and Two-Variable Linear Equation System. The HOTS instrument indicators developed include analytical, evaluation, and creative abilities. The questions developed have valid quality seen from the validity test of all items above 0.5, 0.86 reliability, difficult and moderate difficulty levels, as well as good and sufficient distinguishing power.The average HOTS score of the students was 71.The conclusion of this study is to produce a valid and reliable HOTS measuring instrument for junior high school students.

E-LEARNING ARTIFICIAL INTELLIGENCE SEBAGAI SUPLEMEN DALAM PROSES METACOGNITIVE SCAFFOLDING PEMECAHAN MASALAH INTEGRAL Cristina Resa Intan Permatasari; Tri Nova Hasti Yunianta
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

E-learning artificial intelligence (AI) merupakan salah satu alat bantu dalam proses metacognitive scaffolding pemecahan masalah integral. Berkaitan dengan pernyataan tersebut, diperlukan penelitian untuk mengetahui bagaimana e-learning AI dapat membantu siswa dalam memecahkan masalah integral dan mengetahui bagaimana proses metacognitive scaffolding siswa SMA dengan adanya media tersebut. Penelitian kualitatif deskriptif ini dilaksanakan di SMA Negeri 3 Salatiga dengan 4 subjek yaitu siswa kelas 12, di mana keempat siswa sudah mempelajari materi dan mengetahui cara penyelesaian masalah mengenai integral. Teknik pengumpulan data yang digunakan untuk menyelesaikan masalah penelitian yaitu dengan menggunakan teknik tes, dokumentasi dan wawancara hasil pemecahan masalah integral dimana diberikan 5 soal integral dalam bentuk cerita. Berdasarkan hasil analisis data, menunjukkan bahwa dengan adanya bantuan e-learning AI yaitu dengan menggunakan aplikasi photomath siswa merasa terbantu dalam proses metacognitive scaffolding. Aplikasi tersebut dapat menjadi media tambahan dalam membantu siswa dengan hasil yang diberikan pada aplikasi tersebut didapat secara cepat dan terstruktur, sehingga siswa dapat memahami secara mudah setiap langkah yang disajikan.

BERPIKIR MATEMATIS RIGOR: KONTRIBUSI PADA PENGEMBANGAN PENGETAHUAN METAKOGNITIF-SELF ASSESSMENT MAHASISWA Siska Firmasari; Dadang Juandi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This study aims to analyze students' rigorous mathematical thinking from three levels of cognitive function structures associated with their contribution to self-assessment metacognitive knowledge in Real Number System lectures. This research is qualitative research with a type of case study. The research subjects were three students of the Mathematics Education Study Program who contracted the Real Number. System course selecting research subjects based on test results identifies students into three rigorous mathematical thinking cognitive function structure levels. This study's results indicate that rigorous mathematical thinking contributes to students' self-assessment metacognitive knowledge. The quality of review of students who have a rigorous mathematical thinking level can lead to thoroughness, intellectual perseverance, critical investigation, and truth-seeking in solving problems appropriately, structurally, and systematically into a direct experience in the learning process is described as metacognitive. Students at the level of abstract relational thinking can assess their own abilities very well, learn independently, and choose with certainty how to solve problems by placing the right method. Qualitative thinking level students focus more on symbols or symbols and represent their knowledge through visualization. He prefers that the type of evaluation problem solving is not in the form of long, detailed sentences but instead immediately transforms the sentences into clear mathematical symbols

PENGEMBANGAN MULTIMEDIA INTERAKTIF PADA MATERI HIMPUNAN BERBASIS PUZZLE DENGAN PENDEKATAN KONTEKSTUAL Firda Alfiana Patricia; Kenys Fadhilah Zamzam
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penggunaan multimedia interaktif dalam proses pembelajaran dapat membangkitkan motivasi siswa dalam belajar. Tujuan dikembangkan multimedia interaktif ini adalah menghasilkan media pembelajaran untuk anak SMP pada materi himpunan berbasis puzzle dengan pendekatan kontekstual. Model pengembangan adalah model pengembangan ADDIE dimana terdiri dari lima fase yaitu fase analisis, fase desain, fase pengembangan, fase implementasi serta fase evaluasi. Pada pengembangan ini diuji tingkat validitas dan tingkat keefektifan dari multimedia interaktif yang dikembangkan. Subyek penelitian ini adalah 25 siswa SMP kelas 7. hasil dari rata-rata validatas ketiga validator adalah 3,40 dimana masuk dalam kategori valid untuk diujicobakan, hasil ujicoba menunjukkan persentase ketuntasan siswa sebesar 78,2% dan tingkat persentase respon siswa adalah 84,5% berarti siswa memberikan respon positif. Secara menyeluruh maka multimedia interaktif pada materi himpunan berbasis puzzle dengan pendekatan kontekstual efektif untuk digunakan dalam proses pembelajaranThe use of interactive multimedia in the learning process can arouse student motivation in learning. The purpose of developing this interactive multimedia is to produce learning media for junior high school children on puzzle-based set material with a contextual approach. The development model is the ADDIE development model which consists of five phases, namely the analysis phase, the design phase, the development phase, the implementation phase and the evaluation phase. In this development, the level of validity and effectiveness of interactive multimedia was tested. The subjects of this study were 25 grade 7 junior high school students. The result of the average validation of the three validators was 3.40 which was included in the valid category to be tested, the test results showed the percentage of student completeness was 78.2% and the percentage level of student response was 84.5% means students give a positive response. Overall, interactive multimedia on puzzle-based set material with a contextual approach is effective for use in the learning process

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