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AKSIOMA: Jurnal Program Studi Pendidikan Matematika
ISSN : 20898703     EISSN : 24425419     DOI : -
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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.
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Articles 1,528 Documents
EFEKTIVITAS MODEL PEMBELAJARAN ADERIC (ACCUMULATION, DEMONSTRATION, EXERCISE, REFLECTION, CREATION) UNTUK MENINGKATKAN KAMAMPUAN PEMECAHAN MASALAH Nicodemus Lolonlun; Muhammad Syahrul Kahar; Muhamad Ruslan Layn; Abdul Haris Panai; Mursalin Mursalin; Zulaecha Ngiu; Novianty Djafri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (854.606 KB) | DOI: 10.24127/ajpm.v11i4.5970

Abstract

Riset ini memiliki tujuan untuk mengetahui apakah model pembelajaran ADERiC efektif untuk meningkatkan kemampuan pemecahan masalahmatematika mahasiswa dapat meningkat. Riset ini memanfaatkan metode berupa eksperimen berbentuk pre experimental designs. Riset ini menggunakan populasi yaitu mahasiswa yang sedang menjalani perkuliahan semester IV pendidikan matematika di Universitas Muhamammadiyah Sorong. Jumlahnya yaitu sebesar 22 mahasiswa. Riset ini menggunakan sampel dari mahasiswa pendidikan matematika Universitas Muhammadiyah Sorong sebesar 19 orang sebagai kelas eksperimen. Metode yang dimanfaatkan dalam mengumpulkan data yaitu meliputi instrumen tes, dan instrumen non tes. Adapun metode analisis memanfaatkan statistic descripitif, uji normalitas, dan uji hipotesis. Riset ini mendapatkan sebuah hasil yaitu kemampuan pemecahan masalah  setelah menerapkan model pembelajaran ADERiC meningkat dibandingkan kemampuan pemecahanmatematika awal mahasiswa dapat ditunjukkan melalui pencapaian indikator diperoleh hasil kemampuan pemecahan masalah matematika mahasiswa yaitu 67,1% berada pada kriteria sedang.  Oleh sebab itu pemanfaatan model pembelajaran ADERiC dapat mendorong peningkatan kemampuan pemecahan masalah. Kata kunci: Efektif; Kemampuan Pemecahan Masalah; Model Pembelajaran ADERIC AbstractThis research aims to find out whether the ADERiC learning model is effective in making students' mathematical problem solving skills improve. This research uses an experimental method in the form of pre-experimental designs. This research uses a population, namely students who are undergoing lectures in the fourth semester of mathematics education at the Muhammadiyah University of Sorong. The number is 22 students. This research uses a sample of 19 students of mathematics education at Muhammadiyah University of Sorong as the experimental class. The methods used in collecting data include test instruments and non-test instruments. The analysis method utilizes descriptive statistics, normality test, and hypothesis testing. This research got a result, namely problem solving skills after applying the ADERiC learning model increased compared to students' initial mathematical solving abilities, it can be shown through the achievement of indicators that students' problem solving skills in mathematics were 67.1% in the medium criteria. Therefore, the use of the ADERiC learning model can encourage the improvement of problem solving skills Keywords: Effective ADERIC Learning Model; Problem Solving Ability
EFEKTIVITAS PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP KECERDASAN LOGIS MATEMATIS DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIK Anggun Pastika Sandi; Asna Lutfa; Amaira Utami
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (637.37 KB) | DOI: 10.24127/ajpm.v11i4.6222

Abstract

Tujuan penelitian ini ingin mengetahui 1)Pengaruh pendekatan realistic mathematics education terhadap kecerdasan logis matematis dan kemampuan berpikir kritis matematik secara multivariat, 2) Pengaruh pendekatan realistic mathematics education terhadap kecerdasan logis matematis, 3) Pengaruh pendekatan realistic mathematics education terhadap kemampuan berpikir kritis matematik pada siswa SMP Negeri 30 di Jakarta Utara. Penelitian ini merupakan penelitian eksperimen dengan metode analisis treatment by level, sampel yang diambil telah ditetapkan (purposive sampling) sebanyak 40 siswa. Pengumpulan data dilakukan dengan memberikan tes. Teknik analisis data dalam pengujian hipotesis menggunakan analisis varian multivariat (MANOVA). Berdasarkan hasil analisis 1) Terdapat pengaruh positif pendekatan realistic mathematics education terhadap kecerdasan logis matematis dan kemampuan berpikir kritis matematik secara multivariat, 2) Terdapat pengaruh positif pendekatan realistic mathematics education terhadap kecerdasan logis matematis, 3) Terdapat pengaruh positif pendekatan realistic mathematics education terhadap kemampuan berpikir kritis matematik.The purpose of this research is to find out 1)The effect of a realistic mathematics education approach on logical-mathematical intelligence and critical thinking skills in a multivariate manner, 2) The effect of a realistic mathematics education approach on logical-mathematical intelligence, 3) The effect of a realistic mathematics education approach on critical thinking skills students of state junior high school 30 in North Jakarta. This research is experimental research with analysis method treatment by level, the sample taken has been determined (purposive sampling) as much as 40 students. Data collection is done giving a test. Data analysis techniques in hypothesis testing using multivariate analysis of variance (MANOVA). Based on the results of the analysis 1) There is a positive effect of a realistic mathematics education approach on logical-mathematical intelligence and critical thinking skills in a multivariate manner, 2) There is a positive effect of a realistic mathematics education approach on logical-mathematical intelligence, 3) There is a positive effect of a realistic mathematics education approach on critical thinking skills.
THE CONSTRUCTION PROCESS OF NEW CONCEPT BASED ON APOS THEORY: MALE VS FEMALE IN DIRECT PROPORTION Abdul Haris Rosyidi; Kurrotul Hasanah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1248.195 KB) | DOI: 10.24127/ajpm.v11i4.5706

Abstract

The concept construction process makes students' mathematical knowledge develop better than before. It’s because the concept construction process involves the relationship of one concept to another. In constructing a mathematical concept, gender is influential in process. This qualitative research aims to describe the process of constructing new concept of male and female students. The subjects were two sixth grade elementary school students (one male, one female). The instruments were test and interview. The data analyzed using APOS theory (Action, Process, Object, Schema). At action stage, they can solve problems related to direct proportion concept. At process stage, they can interpret direct proportion problem into various representations and explain the characteristics. At object stage, they can provide other examples of direct proportion concept and identify a problem including direct proportion concept or not. At schema stage, they can define direct proportion but female student was clearer in defining it than male student. They can also conclude its relationship with some concepts. They can construct new concept well, although there are errors in the process. Female student is better than male student at conveying the results of her thoughts both in writing and verbally in the process of constructing new concept.Proses konstruksi konsep menjadikan pengetahuan matematika siswa berkembang lebih baik dari sebelumnya. Hal ini karena proses konstruksi konsep melibatkan hubungan antara satu konsep dengan konsep lainnya. Dalam membangun konsep matematika, jenis kelamin berpengaruh dalam prosesnya. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses konstruksi konsep baru siswa laki-laki dan perempuan. Subjek penelitian adalah dua siswa kelas VI SD (satu laki-laki, satu perempuan). Instrumen yang digunakan adalah tes dan wawancara. Data dianalisis menggunakan teori APOS (Aksi, Proses, Objek, Skema). Pada tahap aksi, mereka dapat memecahkan masalah yang berkaitan dengan konsep perbandingan senilai. Pada tahap proses, mereka dapat menginterpretasikan masalah perbandingan senilai ke dalam berbagai representasi dan menjelaskan karakteristiknya. Pada tahap objek, mereka dapat memberikan contoh lain dari konsep perbandingan senilai dan mengidentifikasi suatu masalah termasuk konsep perbandingan senilai atau bukan. Pada tahap skema, mereka dapat mendefinisikan perbandingan senilai tetapi siswa perempuan lebih jelas dalam mendefinisikannya daripada siswa laki-laki. Mereka juga dapat menyimpulkan hubungannya dengan beberapa konsep. Mereka dapat mengonstruksi konsep baru dengan baik, meskipun ada kesalahan dalam prosesnya. Siswa perempuan lebih baik daripada siswa laki-laki dalam menyampaikan hasil pemikirannya baik secara tertulis maupun lisan dalam proses mengonstruksi konsep baru.
PENGEMBANGAN E-MODUL MATEMATIKA BERBASIS PROJECT BASED LEARNING (PjBL) DITINJAU DARI KEMAMPUAN BERPIKIR KREATIF Juitaning Mustika
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1431.405 KB) | DOI: 10.24127/ajpm.v11i4.5929

Abstract

Pada era digital, dibutuhkan media pembelajaran berbasis elektronik serta proses pembelajaran yang sifatnya melatih peserta didik untuk berpikir kreatif dan berbasis proyek. Salah satu media yang dibutuhkan yaitu e-modul dengan metode pembelajaran Project Based Learning (PjBL) untuk melatih berpikir kreatif peserta didik. Sehingga tujuan dibuat penelitian ini yaitu mengetahui kevalidan dan kepraktisan e-modul matematika Berbasis PjBL ditinjau dari kemampuan berpikir kreatif. Metode Penelitian yang dilakukan merupakan research and development (R&D). Langkah-langkah identifikasinya yaitu potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk awal, serta revisi produk. Penelitian ini menghasilkan validasi ahli materi matematika dengan skor kualitas 3,15 pada kriteria valid. Sedangkan hasil validasi ahli media mendapatkan skor kualitas 3,22 pada kriteria valid. Setelah di uji cobakan e-modul berbasis PjBL didapatkan sebesar 2,98 pada aspek tampilan, sebesar 3,08 pada aspek penyajian materi serta pada aspek kemenarikan dan manfaat diperoleh hasil 2,73. Nilai rata-rata semuanya e-modul yang dikembangkan adalah 2,93 dalam kategori praktis. Peserta didik pun tuntas dalam belajarnya ditinjau dari berpikir kreatifnya. Kesimpulannya e-modul matematika Berbasis PjBL ditinjau dari kemampuan berpikir kreatif sangat valid dan praktis untuk pembelajaran matematika khususnya pada materi Bangun Ruang. In the digital era, electronic learning media and learning processes which train students’ creative thinking and are based on a certain project are needed. One of the media needed is an e-module with Project Based Learning (PjBL) method to train students' creative thinking. The purpose of this research is to investigate the validity and practicality of the Project Based Learning (PjBL) mathematics e-module in terms of creative thinking skills. This research is a research and development (R&D). The identification steps are potentials and problems, data collection, product design, design validation, design revisions, initial product testing, and product revisions. The result of the study reveals validation result of mathematicians with a quality score of 3.15 on the valid criteria, while the results of the validation of the media experts obtain a quality score of 3.22 on the valid criteria. After testing the PjBL-based e-module, it was obtained 2.98 for the display aspect, 3.08 for the material presentation aspect and 2.73 for attractiveness and advantage aspect. The average score of those aspects is 2.93. It proves that this e-module is in practical category. Students also completed their learning in terms of their creative thinking. In conclusion, the PjBL-Based mathematics e-module in terms of creative thinking skills is very feasible and practical for learning mathematics, especially in the solid figure material.
REORGANISASI KURIKULUM MATEMATIKA MADRASAH ALIYAH (MA) UNTUK PEMBELAJARAN JARAK JAUH (PJJ) Moh. Mahfud Effendi; Edi Sutomo
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (730.201 KB) | DOI: 10.24127/ajpm.v11i4.6430

Abstract

Tujuan penelitian ini adalah reorganisasi kurikulum matematika MA untuk PJJ. Reorganisasi kurikulum merupakan pengembangan konten kurikulum terdiferensiasi berdasarkan kebutuhan dan kondisi siswa. Oleh karenanya, pendekatan penelitian yang digunakan untuk mencapai tujuan tersebut adalah R&D, dengan tahapan define, development, dan evaluation. Pengembangan draf kurikulum dilaksanakan di MAN 2 Kota Malang. Agar kurikulum tersebut bisa digunakan, maka harus diuji kelayakan produk dan uji kelayakan implementasi. Berdasarkan uji kelayakan produk melalui uji validasi ahli dan praktisi terhadap relevansi, fleksibilitas, kontinuitas, efektivitas, dan efisiensi kurikulum, dinyatakan bahwa kurikulum matematika MA untuk PJJ layak (78,4%) untuk diimplementasikan dalam bentuk pembelajaran. Sedangkan hasil uji implementasi pembelajaran di kelas X IPA 7 dan 8, didapat bahwa respon siswa baik (72,5%), tingkat keterlaksanaan pembelajaran adalah baik (79%), dan kurikulum tersebut dapat meningkatkan capaian pembelajaran pada taraf signifikansi 25%. Atas dasar itulah maka kurikulum matematika MA untuk PJJ dapat digunakan secara luas. Agar kurikulum tersebut lebih sempurna, maka prinsip efektifitas dan efisiensi kurikulum perlu dioptimalkan
ANALISIS PEMAHAMAN KONSEP MATEMATIKA SISWA SEKOLAH DASAR DITINJAU DARI KESALAHAN DALAM MENGERJAKAN SOAL Indah Laila Wuryanti; Sutama Sutama
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (704.285 KB) | DOI: 10.24127/ajpm.v11i4.6120

Abstract

AbstrakPenelitian ini bertujuan untuk mengeksplorasi kesalahan konsep siswa ketika mengerjakan soal matematika khususnya pada soal PTS. Jenis penelitian yang digunakan adalah penelitian kualitatif deskriptif. Penelitian dilakukan di SDN Wonorejo 1 Kalijambe, Sragen. Penelitian fokus dilakukan pada siswa  kelas IV dengan mengambil subjek sebanyak 15 siswa. Pengumpulan data menggunakan teknik tes, dokumen, dan studi dokumentasi. Analisis data yang digunakan untuk mengetahui kesalahan yang dilakukan subjek yaitu reduksi, menyajikan data dan hasil analisis, dan mengambil kesimpulan. Dasar analisis yang digunakan adalah indikator yang dari peneliti terdahulu yang sudah ditentukan sebelum melakukan penelitian. Kesalahan konsep yang ditemukan yaitu 1). Tidak mampu menguasai konsep materi; 2). Tidak mampu menyajikan alternatif solusi pada masalah baru; 3). Tidak mampu menyajikan konsep pada represntasi baru; 4)Tidak mampu mengklasifikasikan objek-objek sesuai konsep yang sudah dipelajari; dan  5). Tidak mampu menemukan dan menuliskan rumus secara algoritma. Faktor penyebab adanya kesalahan konsep tersebut antara lain: 1). Rendahnya kemampuan konsep matematika; 2). Adanya miskonsepsi dalam materi; 3). Siswa hanya menghafalkan konsep, tidak memhami, 4). Siswa mengalami kebingungan dalam memahami soal; 5). Kurangnya latihan soal dengan berbagai mcam masalahAbstractThis study aims to explore students' conceptual errors in working on math problems, especially on PTS questions. This type of research is descriptive qualitative research. The research was conducted at SDN Wonorejo 1 Kalijambe, Sragen. Focus research was conducted on fourth grade students by taking 15 students as subjects. Data collection techniques used are tests, documents, and documentation studies. Data analysis is used to find out the errors made by the subject, namely reduction, presenting data and analysis results, and drawing conclusions. The basis of the analysis used is the indicators from previous researchers that have been determined before conducting the research. Concept errors found are 1). Unable to master the concept of material; 2). Unable to present alternative solutions to new problems; 3). Unable to present concepts to new representations; 4) Unable to classify objects according to the concepts that have been studied; and 5). Unable to find and write formulas algorithmically. Factors causing the error include: 1). The low ability of mathematical concepts; 2). There are misconceptions in the material; 3). Students only memorize concepts, do not understand, 4). Students experience confusion in understanding the questions; 5). Lack of practice questions with various problems
IMPROVING MATHEMATICAL CRITICAL THINKING ABILITY THROUGH AUGMENTED REALITY-BASED LEARNING Lilis Marina Angraini; Alzaber Alzaber; Debby Permata Sari; Fitriana Yolanda; Ilham Muhammad
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (855.975 KB) | DOI: 10.24127/ajpm.v11i4.5968

Abstract

Through Augmented Reality-based learning, this study aims to improve mathematical critical thinking skills. Learning with Augmented Reality-based media in Unity 3D can be used both online and offline. This research is quantitative (quasi-experimental), with 30 students from SMPN 34 Pekanbaru class VII participating in the academic year 2022/2023. The research was conducted on triangle and quadrilateral material. The following methods were used to collect data: (1) a mathematical critical thinking ability test; (2) interviews; and (3) documentation. The test result data was statistically processed, whereas the interview and documentation data were processed descriptively. The findings revealed that students who learned using Augmented Reality media with Unity 3D improved their mathematical critical thinking skills.
DEVELOPMENT OF WORKSHEET-BASED MATHEMATICAL MODELLING USING CONTEXT OF ENERGY CONVERSION FOR GEOMETRIC SEQUENCE MATERIAL Akhmad Sumbandari; Yusuf Hartono; Somakim Somakim
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1146.328 KB) | DOI: 10.24127/ajpm.v11i4.6234

Abstract

This research is a series of developmental study design research, the prototyping stage – self-evaluation and formative evaluation. At self-evaluation stage, designing the worksheet, three development characteristics: content, constructs, and language are the concern. Then, at formative evaluation stage, the expert stage review was conducted to see the validity of the worksheet (one-to-one testing and interviews with 4 students who are part of the population based on high, medium, and low abilities). Document analysis is administered by matching the suitability of the workseheet designed on the initial prototype with the modeling framework, high school curriculum, and geometric sequences learning. Analysis of observations and interviews were carried out descriptively by observing the difficulties and findings of the process on doing the worksheet. Walk through analysis was obtained by descriptively analyzing and revising based on the validator notes. Result at the expert stage review and one-to-one showed that the worksheet based on mathematical modeling using the context of energy conversion in geometric sequences learning was valid.Penelitian ini adalah penelitian design research tipe development study menggunakan model ADDIE dan pada tahap implementasi dan evaluasi mengikuti alur formative evaluation dari Tessmer. Penelitian ini bertujuan untuk menghasilkan LKPD berbasis pemodelan matematika pada materi pola barisan geometri menggunakan konteks konversi energi yang valid, praktis, dan memiliki efek potensial. Teknik pengumpulan data terdiri dari walkthrough, observasi, wawancara, dan tes. Analisis observasi dan wawancara dilakukan secara deskriptif dengan mengamati kesulitan dan temuan dari proses pengerjaan LKPD siswa. Analisis walkthrough dilakukan dengan cara menganalisis secara deskriptif dengan merevisi berdasarkan catatan validator. tes dilakukan setelah pembelajaran untuk melihat efek potensial dari LKPD yang dikembangkan. Hasil penelitian menunjukkan bahwa LKPD yang dihasilkan telah valid, praktis, dan memiliki efek potensial terhadap kemampuan pemodelan matematika siswa. Persentase skor pada saat tes evaluasi menunjukkan 54,05 % terkategori sangat baik, 32,43% terkategori baik, dan 13 % terkategori cukup.
MATHEMATICAL RESILIENCE: VALIDITY AND RELIABILITY WITH RASCH MODEL AND SPSS IN SENIOR HIGH SCHOOL Ayu Faradillah; Citra Septiana
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (736.801 KB) | DOI: 10.24127/ajpm.v11i4.5204

Abstract

Validity and reliability testing is very important for an instrument, both of which can determine whether the instrument used is good or not. This study intends to break down the correlation of the the mathematical resilience questionnaire for for studies utilizing SPSS and the Rasch Model. The research method used is a quantitative survey method, with a total of 207 students in one of the senior high schools in Jakarta. This study uses a mathematical resilience questionnaire which was adopted from other studies in which there are 4 indicators in the questionnaire. Testing the validity of the mathematical resilience questionnaire using the Rasch Model with the WinSteps 3.73 application showed that there were three invalid items (I9, I16, I18), and six items (I7, I11, I12, I13, I17, I19) which only met 1 condition. , so 26 must be retained because the item is satisfied. While the validity test on SPSS 24.0 which is seen from the Pearson correlation value, the results show that 6 items are invalid, namely (I7, I8, I9, I11, I16, I18), so the rest of the other items must be maintained because they meet the criteria. Meanwhile, the reliability calculation is (α = 0.84). The use of two different applications, namely Winsteps and SPSS, stated that the mathematical resilience questionnaire was declared valid and reliable. This is obtained by eliminating 8 statement items in the questionnaire.
UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE SNOWBALL THROWING Partia Iswanti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 3, No 1 (2014)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (250.956 KB) | DOI: 10.24127/ajpm.v3i1.7057

Abstract

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