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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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STUDENTS’ MATHEMATICS EDUCATIONAL VALUES IN PROBLEM-SOLVING AT SENIOR HIGH SCHOOL Nyimas Aisyah; Adelia Afissa; Scristia Scristia; Jeri Araiku
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstrakDalam matematika, kemampuan memahami, menalar, dan menghubungkan matematika termasuk dalam nilai pendidikan matematika. Fakta menunjukkan bahwa nilai-nilai pendidikan matematika belum sepenuhnya terintegrasi dalam pembelajaran matematika, sehingga mempengaruhi kualitas proses pembelajaran. Penelitian ini bertujuan untuk mendekripsikan nilai-nilai pendidikan matematika siswa SMA pada pembelajaran berbasis sekolah. Jenis penelitian ini adalah deskriptif kualitatif. Subjek pada penelitian ini adalah siswa kelas X di SMA Negeri 1 Indralaya yang berjumlah 6 orang siswa. Pengumpulan data dilakukan melalui observasi, tes, dan wawancara untuk mengetahui aktivitas siswa saat menyelesaikan permasalahan matematika dan untuk mengkonfirmasi solusi siswa terhadap masalah tersebut. Berdasarkan analisis data dapat disimpulkan bahwa pemahaman relasional dan pengetahuan teoritis merupakan indikator yang terjadi pada semua subjek, sedangkan indikator penalaran kurang dominan. Untuk penelitian lebih lanjut, disarankan untuk menemukan korelasi antara semua nilai pendidikan matematika.Kata kunci: nilai-nilai pendidikan matematika; pemecahan masalah AbstractIn mathematics, the ability to understand, reason, and connect mathematics is included in the value of mathematics education. The fact shows that the values of mathematics education have not been fully integrated in mathematics learning, as a result, it affects the quality of the learning process. This study aimed to describe senior high school students’ mathematical educational values on problem-solving tasks. It was a qualitative-descriptive study. The subjects were six students of Grade X of SMAN 1 Indralaya. The data were collected through observation, test and interview to perceive the students’ activity while working on the mathematical problem, to determine the mathematic educational values, and to confirm the students’ solutions toward the problem. The results of the study showed that the relational understanding and theoretical knowledge were the indicators that occurred in all subjects, whereas the reasoning indicator was less dominant. For further research, it is suggested to discover the correlation among all mathematical educational values.Keywords: mathematics educational values; problem solving

ANALISIS KESALAHAN KONTRUKSI KONSEP PADA MATERI BANGUN RUANG SISI DATAR BERDASARKAN PEMBERIAN SCAFFOLDING Septiani Wulandari; Kamid Kamid; Haryanto Haryanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Abstrak Penelitian ini bertujuan untuk menganalisis kesalahan siswa dalam mengkontruksi konsep pada materi bangun ruang sisi datar berdasarkan pemberian scaffolding. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Teknik pengambilan sampel dalam penelitian ini menggunakan teknik purposive sampling. Subjeknya adalah siswa Kelas VIII, dan subjek dalam penelitian ini menemukan tiga subjek yang mewakili keterampilan tinggi, sedang, dan rendah. Instrumen yang digunakan dalam penelitian ini adalah soal tes dan lembar wawancara. Data yang diperoleh dianalisis melalui (1) langkah-langkah mereduksi data. (2) Menyajikan data, yaitu memilah jenis kesalahan yang dibuat siswa karena kesalahan. (3) Menarik kesimpulan, yaitu melakukan kegiatan sesuai dengan konsep masing-masing siswa tentang kelemahan konstruksi, atau menyajikan scaffolding. Hasil penelitian ini kesalahan kontruksi konsep pada indikator pseudo contruction “Benar” yang terjadi pada SE1 dan SE2 scaffolding yang sesuai adalah tahap pengembangan konseptual. indikator pseudo contruction “Salah” yang terjadi pada SE1 scaffolding yang sesuai adalah tahap pengembangan konseptual. Indikator lubang kontruksi seperti yang terjadi pada semua subjek scaffolding yang sesuai adalah tahap Explaining.mis-analogical contruction yang terjadi pada SE3 scaffolding adalah tahap restructuring. Indikator mis-logical contruction terjadi pada SE3 scaffolding yang sesuai adalah tahap Reviewing.Kata kunci: Kesalahan Kontruksi Konsep, Materi Bangun Ruang Sisi Datar, Pemberian ScaffoldingAbstract This study aims to analyze student errors in constructing concepts in the flat-sided building material based on the provision of scaffolding. This type of research is descriptive qualitative research. The sampling technique in this study used a purposive sampling technique. The subjects were Class VIII students, and the subjects in this study found three subjects representing high, medium, and low skills. The instruments used in this study were test questions and interview sheets. The data obtained were analyzed through (1) data reduction steps. (2) Presenting data, namely sorting out the types of errors made by students due to errors. (3) Drawing conclusions, namely carrying out activities according to each student's concept of construction weaknesses, or presenting scaffolding. The result of this research is that the error in the construction of the concept on the "True" pseudo construction indicator that occurs in SE1 and SE2 of the appropriate scaffolding is the conceptual development stage. the indicator pseudo construction “Wrong” that occurs in the appropriate SE1 scaffolding is the conceptual development stage. The construction hole indicator as happened in all suitable scaffolding subjects is the Explaining stage. Mis-analogical construction that occurs in SE3 scaffolding is the restructuring stage. An indicator of mis-logical construction that occurs in the appropriate SE3 scaffolding is the Reviewing stage.Keywords: Concept Construction Errors, Flat Side Space Building Materials, Scaffolding

MATHEMATICS IN THE EMERGENCY PUBLIC ACTIVITY RESTRICTIONS (PPKM): HOW ABOUT SELF-CONFIDENCY OF THE STUDENTS? Widya Ayu Pangestika; Adi Nurcahyo
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The aims of this study to analyze student’s self-confidence in learning mathematics during PPKM. This is descriptive qualitative research, where there are three students who take part in PCGP organized by Universitas Muhammadiyah Surakarta. The auxiliary instruments consist of self-confidence questionnaires, interview guidelines, and field notes. Data collected by distribute questionnaires to research subjects, interviews with parents and teachers, and direct observations. Triangulation of sources and methods used to validate the obtained data. It showed that learning during PPKM did not have a significant effect on student’s self-confidence. The percentage of student's self-confidence in learning mathematics during PPKM was 85%, which was quite good in accordance with the field conditions. Environment become vital role which was very necessary during online learning to assist students in learning.

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS STEM UNTUK MENINGKATKAN KEMAMPUAN KREATIVITAS MATEMATIKA Dwi Risky Arifanti; Sitti Zuhaerah Thalhah; Mafidapuspadina Mafidapuspadina; Muhammad Muzaini
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Nowadays, in order to produce minimum graduates with graduate competency standards abilities and have ability to think creatively at work, it is necessary to develop comprehensive, integrated and systematic learning competencies such as development of STEM-based LKPD teaching materials as learning system that leads student’s mindsets in solving problem, think logically, creatively, independently, mastering technology, and being able to apply it in works. This research aims to find out how the process and quality of LKPD development as STEM-based teaching materials to improve student’s creativity abilities. The type of research used is R&D which consists of Define, Design, Development, and Disseminate. The research subjects consisted of three expert validators and students. The object of research is STEM-based LKPD to improve student’s creativity abilities. Data collection techniques used in the form of product feasibility data, response data and student creativity ability data. The instruments used are LKPD validation questionnaires, student response questionnaires, and questionnaires for student’s creativity abilities. Data analysis techniques are feasibility data analysis, response data analysis, and description of creativity abilities. The results showed that the LKPD developed is a valid criterion and can be used with minor revisions based on the assessment conducted by the validator covering aspects of content, language, and presentation quality. The quality of LKPD development with the validation of several experts, including language and completion of instructions in mathematical creativity ability skills, demonstrates that all problems can be used and declared usable. As well as the ability of mathematical creativity is 10% at the level of very creative, 30% at the creative level, 45% at the level of quite creative, 12% at the level of less creative, and 0% at the level of uncreative.

DESIGN OF ETHNOMATHEMATICS MOBILE MODULE TO FACILITATE STUDENTS MATHEMATICAL THINKING ABILITY Henry Suryo Bintoro; Ratri Rahayu; Alif Catur Murti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The ability to think mathematically is very important for students to solve problems in everyday life. However, in reality, many students cannot find concepts, reason, problem-solving, communication, and connect mathematics to other sciences. This happens because students are not able to understand abstract mathematics. Teaching materials are needed in the form of applications on the device so that they are attractive to students. The ethnomathematics mobile module is a teaching material that contains mathematical material that is brought closer to everyday life through ethnomathematical learning. This study uses research and development (R&D) methods with the Borg & Gall model which is adapted from Sugiono's development model. The data of this study were obtained from a validation questionnaire of material experts and media experts. The type of data produced is qualitative data which is analyzed with assessment criteria guidelines to determine product quality. The purpose of this study is to obtain an ethnomathematics mobile module design to facilitate valid mathematical thinking skills. Based on the results of the assessment from the validator, the average value of the ethnomathematics mobile module material validity test was 3.76 (very valid) by material experts and the validity of the ethnomathematics mobile module media was 3.80 (very valid) by media experts. These results indicate that the ethnomathematics mobile module that was developed is valid or feasible to use.

KEMAMPUAN PENALARAN MATEMATIS SISWA DALAM MENYELESAIKAN SOAL LITERASI MATEMATIKA KONTEKSTUAL Rajab Vebrian; Yudi Yunika Putra; Sari Saraswati; Tommy Tanu Wijaya
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Mathematical literacy is essential because it can reason mathematically and formulate, apply, and interpret problem-solving in various everyday contexts. Following the PISA study, which assessed students aged 15 years with the age of high school students, this study aims to determine the reasoning ability of high school students in solving mathematical literacy problems. The method used in this research was descriptive qualitative. The research subjects were 22 students of class X, one of the private high schools in Pangkalpinang. Data collection techniques were written tests and interviews. The test instrument consisted of 10 items of developed mathematical literacy questions that meet the criteria of being valid, practical, and potentially affecting students' reasoning abilities. The questions were developed using the Bangka Belitung context. The students' answers were assessed based on a scoring rubric through primary mathematical skills of reasoning and argument indicators. Meanwhile, interviews were conducted with six students using the purposive sampling technique with high, medium, and low reasoning abilities. Interview data were used to dig deeper into students' reasoning abilities when solving the problem. Data were analyzed based on the percentage of students' mathematical reasoning abilities indicators, including data reduction, data presentation, and concluding/verification. The analysis results found that students' reasoning abilities mastery was very low on all indicators. At the indicator proposing allegations, mathematical manipulation, compiling evidence and reasons, it reaches a level of 42.88%, while at the level of mastery, the indicator concluded statements of 41.36%. The causes of students' difficulties in bringing up reasoning abilities included students who were not accustomed to solving questions that required high reasoning abilities. For example, mathematical literacy questions that were done and lack of mastery of mathematical concepts that had been studied made it challenging to bring up reasoning abilities.

KEMAMPUAN MAHASISWA DALAM MENYELESAIKAN SOAL TIPE HOTS PADA MATA KULIAH KAPITA SELEKTA MATEMATIKA SMA Allen Marga Retta; Nila Kesumawati; Dina Octaria
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstrakPenelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa dalam menyelesaikan soal tipe Higher Order Thinking Skills (HOTS) pada mata kuliah Kapita Selekta Matematika SMA. Subjek penelitian ini yaitu mahasiswa Program Studi Pendidikan Matematika yang mendapat mata kuliah Kapita Selekta Matematika SMA tahun ajar 2020/2021. Penelitian ini merupakan penelitian deskriptif dengan jumlah mahasiswa sebanyak 26 orang. Data hasil tes dianalisis secara kuantitatif dan kualitatif. Data kuantitatif diperoleh dengan mendata jumlah mahasiswa yang dapat menjawab soal tipe HOTS (C4, C5, dan C6), kemudian dihitung persentasenya. Data kualitatif diperoleh dengan menganalisis hasil tes mahasiswa yang bersumber pada perspektif HOTS. Hasil penelitian menunjukkan secara keseluruhan kemampuan mahasiswa dalam menyelesaikan soal bertipe HOTS pada mata kuliah Kapita Selekta Matematika SMA mencapai 80,77%, yang masuk pada kategori tinggi dalam mengerjakan soal tipe C4 (menganalisis), artinya mahasiswa mampu menguraikan suatu informasi terhadap suatu materi menjadi komponen-komponen yang lebih jelas. Selanjutnya diperoleh persentase sebesar 75,38% juga termasuk dalam kategori tinggi dalam mengerjakan soal tipe C5 (mengevaluasi), artinya mahasiswa mampu melakukan penilaian atau evaluasi terhadap solusi yang disajikan sesuai standar yang ditentukan oleh mahasiswa sendiri. Terakhir diperoleh persentase sebesar 7,69% dengan kategori sangat kurang dalam mengerjakan soal tipe C6 (mengkreasikan), artinya masih banyak mahasiswa belum mampu mengorganisasikan bagian-bagian menjadi struktur baru dengan tepat. Kata kunci: Kapita Selekta Matematika SMA, Kemampuan Mahasiswa, Soal Tipe HOTSAbstractThis study aims to describe the student's ability to solve the Higher Order Thinking Skills (HOTS) problem in the High School Mathematics Capita Selecta subject. The subjects of this study were students of the Mathematics Education Study Program who received the subject for the 2020/2021 academic year. This research is a descriptive study with 26 students. Test results were analyzed quantitatively and qualitatively. Quantitative data were obtained by recording the number of students who could answer HOTS-type questions (C4, C5, and C6), then the percentage was calculated. Qualitative data were obtained by analyzing student test results from the HOTS perspective. The results showed that the overall, the students' ability to solve HOTS-type questions in the Kapita Selekta Mathematics course for SMA reached 80.77%, which was included in the high category in working on type C4 questions (analyzing), meaning that students were able to decipher information on a material into clearer components. Furthermore, the percentage of 75.38% is also included in the high category in working on type C5 questions (evaluating), meaning that students are able to make an assessment or evaluation of the solutions presented according to the standards set by the students themselves. Finally, a percentage of 7.69% was obtained with a very poor category in working on type C6 questions (creating), meaning that there are still many students who have not been able to properly organize the parts into a new structure.Keywords:Capita Selecta Mathematics for High School, HOTS-Type Problem, student ability

PENERAPAN PROBLEM BASED LEARNING BERBASIS ETNOMATEMATIKA TERHADAP BEPIKIR KREATIF MATEMATIS Sofri Rizka Amalia; Dian Purwaningsih; Eka Farida Fasha
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Abstrak Tujuan penelitian ini adalah penerapan model PBL berbasis etnomatematika meningkatkan kemampuan berpikir kreatif. Penelitian ini adalah penelitian eksperimen dengan desain The One Group Pretest-Post test. Subjek dalam penelitian ini adalah mahasiswa semester program studi pendidikan matematika Universitas Peradaban Bumiayu. Pengumpulan data yang digunakan adalah tes. Teknik analisis data yang digunakan dalam penelitian ini adalah uji paired t test. Hasil penelitian ini adalah penerapan model PBL berbasis etnomatematika meningkatkan kemampuan berpikir kreatif.AbstractThe purpose of this study is the application of the ethnomathematical-based PBL model to improve creative thinking skills. This research is an experimental study with the design of The One Group Pretest-Post test. The subjects in this study were semester students of the mathematics education study program at the Bumiayu Civilization University. The data collection used is a test. The data analysis technique used in this study is the paired t test. The result of this study is the application of the ethnomathematical-based PBL model to improve creative thinking skills.

THE DEVELOPMENT OF TOONDOO ONLINE COMIC BASED ON RME TO SUPPORT STUDENT’S MATHEMATICAL LITERACY SKILLS Rohati Rohati; Ade Kumalasari; Marlina Marlina; Naya Junia
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This research aims at 1) Developing a valid, practical, and effective Toondoo online comic media based on realistic math education (RME) on relations and functions material in junior high school, 2) Knowing whether RME- based Toondoo online comics can improve mathematical literacy skills. The research type is research and development with the ADDIE development model but the implementation stage is not carried out. The population of this research was all eighth grade students of SMPN 7 Jambi. Grade VIII H was taken as the sample of Toondoo online comic research. Response questionnaire and test are the data instruments for a validity, practicality and effectiveness of research. Post-test after learning Toondoo online comic is used as the instrument for mathematical literacy skills. Based on data analysis, the average validation of material, media and design experts falls into the very valid category. The results of the practicality of Toondoo online comic media based on RME are practical, making it worth testing in the learning process. The results of the learning test state that students’ average value is 85.88 and mastery learning is 94.12%. The results of post-test students’ mathematical literacy skills state that the average class is at level 3 and above with a percentage of 91.17% which is very good criteria. Based on student learning outcomes and post-test, online comic media based on RME is effective to be used in learning process in order to improve students’ mathematical literacy skills.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH Dwi Ratih Listiani Yusri; Dony Permana; I Made Arnawa
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstrakKemampuan pemecahan masalah merupakan kemampuan esensial yang harus dimiliki peserta didik. Masalah dalam matematika merupakan persoalan tidak rutin dan belum ada metode untuk menyelesaikannya. Pentingnya kemampuan pemecahan masalah diberikan kepada peserta didik agar peserta didik mampu menyelesaikan masalah matematika, mampu memberikan kemampuan penalaran logis, sistematis, kritis dan terbuka dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran dengan menggunakan model pembelajaran problem based learning (PBL) berupa RPP dan LKPD untuk meningkatkan kemampuan pemecahan masalah matematis peserta didik yang valid dan praktik. Penelitian ini mengembangkan perangkat pembelajaran berupa rancangan pelaksanaan pembelajaran (RPP) dan lembar kerja siswa (LKPD) dengan menggunakan model pengembangan Plomp. Model pengembangan Plomp terdiri dari fase investivigasi awal, fase pengembangan atau pembuatan prototype, dan fase penilaian. Penelitian ini juga menggunakan evaluasi formatif yaitu evaluasi sendiri, tinjauan ahli, evaluasi satu-satu, evaluasi kelompok kecil dan uji coba kelompok kecil. Subjek penelitian ini adalah peserta didik kelas XI SMAN 1 Lengayang. Hasil penelitian menunjukkan bahwa perangkat pembelajaran berbasis problem based learning(PBL) yang dikembangkan berupa RPP dan LKPD untuk meningkatkan kemampuan pemecahan masalah matematis yang valid dan praktis. Valid karena valid dari aspek isi dan konstruk dengan hasil validasi RPP diperoleh 3,3 dengan kategori valid dan LKPD diperoleh 3,47 dengan kategori sangat valid. Praktis karena mudah digunakan dan dipahami, efisien, menarik. Hasil praktikalitas RPP diperoleh 89,29% dengan kategori sangat praktis dan LKPD diperoleh 90,32% dengan kategori sangat praktis.Kata kunci: Kemampuan Pemecahan Masalah, Perangkat Pembelajaran, Problem Based Learning (PBL) AbstractProblem solving ability is an essential ability that must be possessed by students. Problems in mathematics are non-routine problems and there is no method to solve them. The importance of problem solving skills is given to students so that students are able to solve mathematical problems, are able to provide logical, systematic, critical and open reasoning abilities in everyday life. This study aims to produce learning tools using problem based learning (PBL) learning models in the form of RPP and LKPD to improve students' mathematical problem solving abilities that are valid and practical. This study develops learning tools in the form of lesson plans (RPP) and student worksheets (LKPD) using the Plomp development model. The Plomp development model consists of an initial investigation phase, a development or prototyping phase, and an assessment phase. This study also uses formative evaluation, namely self-evaluation, expert review, one-on-one evaluation, small group evaluation and small group trial. The subjects of this study were students of class XI SMAN 1 Lengayang. The results showed that problem-based learning (PBL) tools were developed in the form of RPP and LKPD to improve valid and practical mathematical problem solving skills. Valid because it is valid from the aspect of content and construct with the results of RPP validation obtained 3.3 with valid category and LKPD obtained 3.47 with very valid category. Practical because it is easy to use and understand, efficient, attractive. The results of the practicality of the lesson plans were 89.29% in the very practical category and 90.32% in the LKPD in the very practical category. Keywords: Problem Solving Skills, Learning Tools, Problem Based Learning (PBL)

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