AKSIOMA: Jurnal Program Studi Pendidikan Matematika
AKSIOMA: Jurnal Program Studi Pendidikan Matematika (e-ISSN: 2442-5419, p-ISSN: 2089-8703) is an peer-reviewed journal in the form of research such as research and development, quantitative, qualitative, experiment, correlation and regression, application of the theory, the study of critical analysis, and Islamic studies in the field of Mathematics Education. AKSIOMA: Jurnal Program Studi Pendidikan Matematika published four times a year i.e March, June, September, and December. published by Universitas Muhammadiyah Metro. ISSN (Electronic): 2442-5419 ISSN (Print): 2089-8703 Prefix DOI: 10.24127 Frequency: 4 issues per year: March, June, September, and December Publisher: Universitas Muhammadiyah Metro Ms Word Template: Click Here Indexing: 1. Sinta 2. Garuda 3. DOAJ 4. Google Scholar 5. Dimensions 6. Crossref
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EXPLORING THE IMPACT OF COGNITIVE ASPECT ON CREATIVE REASONING IN SOLVING MATHEMATICAL PROBLEM
The low development of creative reasoning among prospective mathematics teachers is caused by the dominance of imitative reasoning and the limitations of working memory capacity in the problem-solving process. Therefore, this study is essential to investigate the role of working memory capacity in enhancing the effectiveness of creative reasoning to support more meaningful mathematics learning. This study aims to examine the effect of prospective mathematics teachers’ working memory capacity on their creative reasoning and its processes. This study employed a mixed-method sequential explanatory design. A total of 73 prospective mathematics teachers participated in the study, selected through cluster random sampling. The Operating Span Task (OSPAN Test) was used to assess working memory capacity. A previously developed problem-solving test was used to measure creative reasoning, based on the indicators of novelty, plausibility, and mathematical foundation. Quantitative data were analyzed using linear regression techniques, while qualitative data were analyzed through three stages: data condensation, data display, and conclusion drawing. The results indicate that working memory capacity significantly influences the creative reasoning ability of prospective mathematics teachers. Specifically, it was found that 14% of the creative reasoning demonstrated in problem-solving is attributable to working memory capacity. Prospective mathematics teachers with high working memory capacity demonstrate flexibility and fluency in generating new ideas to solve problems, are able to use and connect mathematical concepts appropriately, and provide logical arguments to support the validity of their ideas. In contrast, those with low working memory capacity do not exhibit these characteristics. Rendahnya pengembangan penalaran kreatif pada calon guru matematika diakibatkan adanya dominasi penggunaan penalaran imitatif serta keterbatasan kapasitas memori kerja dalam proses pemecahan masalah, sehingga penelitian ini menjadi urgen untuk mengkaji peran kapasitas memori kerja dalam meningkatkan efektivitas penalaran kreatif guna mendukung pembelajaran matematika yang lebih bermakna. Penelitian ini bertujuan untuk mengetahui pengaruh kapasitas memori kerja calon guru matematika terhadap penalaran kreatif dan prosesnya. Penelitian ini menggunakan desain mixed-method sequential explanatory. Sebanyak 73 calon guru matematika berpartisipasi dalam penelitian ini, yang diperoleh menggunakan cluster random sampling. Operating Span Task (OSPAN Test) diterapkan untuk menilai kapasitas memori kerja. Pada penelitian ini digunakan tes pemecahan masalah yang telah dikembangkan sebelumnya untuk menilai penalaran kreatif, dengan mempertimbangkan indikator penalaran kreatif: kebaruan (novelty), kelayakan (plausibility), dan dasar matematis (mathematical foundation). Analisis data kuantitatif dilakukan menggunakan teknik regresi linier, sedangkan data kualitatif dianalisis melalui tiga tahap: data condensation, data display, dan conclusion drawing. Hasil penelitian menunjukkan bahwa kapasitas memori kerja secara signifikan memengaruhi kemampuan penalaran kreatif calon guru matematika. Secara khusus, ditemukan bahwa 14% penalaran kreatif yang ditunjukkan oleh calon guru matematika dalam pemecahan masalah disebabkan oleh kapasitas memori kerja. Calon guru matematika dengan kapasitas memori kerja tinggi bersifat fleksibel dan lancar dalam menemukan ide-ide baru untuk memecahkan masalah, mampu menggunakan dan menghubungkan konsep matematika dengan benar, serta memberikan argumen logis untuk mendukung kebenaran ide yang dibuat. Sementara itu, calon guru matematika dengan kapasitas memori kerja rendah tidak menunjukkan hal tersebut.
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PENGEMBANGAN LKPD DENGAN PENDEKATAN PEMBELAJARAN MENDALAM PADA MATERI KOMPOSISI FUNGSI
Penelitian ini fokus pada perancangan dan pengembangan LKPD dengan pendekatan pembelajaran mendalam, yaitu pendekatan yang memuliakan dengan menekankan pembelajaran bermakna, berkesadaran, dan menggembirakan melalui olah pikir, olah rasa dan olah hati yang terpadu, sehingga menghasilkan LKPD yang valid dan praktis pada materi komposisi fungsi untuk siswa kelas XI di SMK Muhammadiyah 4 Yogyakarta. Penelitian ini menerapkan metode Research and Development (R&D) dengan model 4-D, meliputi tahap Define, Design, Develop, dan Disseminate. Subjek pada penelitian ini mencakup 23 siswa kelas XI Kuliner 1, dua guru matematika, satu validator instrumen, satu ahli materi dan satu ahli media, serta respons pengguna (guru dan siswa). Data diperoleh melalui angket analisis kebutuhan, pedoman wawancara, angket validasi ahli materi dan ahli media, serta respons dari guru dan siswa. Teknik analisis dilakukan dengan menggabungkan pendekatan kualitatif deskriptif dan kuantitatif, dengan pengelompokan hasil angket berdasarkan kriteria dan batas kategori minimal baik yang sudah ditetapkan. Validasi ahli materi dan ahli media menunjukkan persentase minimal masing-masing sebesar 82,85% dan 80% dengan kategori minimal baik, sehingga LKPD memenuhi standar kevalidan. Uji kepraktisan menunjukkan persentase respons minimal sebesar 88% dari guru dan 67,68% dari siswa, sehingga LKPD dinyatakan praktis dan mudah digunakan. Penelitian ini terbatas pada uji kevalidan dan kepraktisan produk, belum menguji efektifitas produk terhadap peningkatan hasil belajar siswa. kesimpulannya, LKPD yang dikembangkan memenuhi kriteria valid dan praktis sehingga dapat digunakan sebagai bahan ajar pada materi komposisi fungsi. Â
BRIDGING OF ARITHMETIC AND ALGEBRA: A RELATIONAL LOCAL INSTRUCTIONAL THEORY
The transition from arithmetic to algebra is a critical phase in mathematics learning that often gives rise to misconceptions, particularly regarding the meaning of the equal sign. This study aims to build a conceptual bridge connecting basic arithmetic understanding with early algebraic ideas through the implementation of an e-module based on a didactic approach. The study used the Didactic Design Research (DDR) method. The design of the “Jembatan Aritmatika (Arithmetic Bridge)â€ e-module was developed based on a learning trajectory specifically designed as a solution to learning obstacles identified in the initial analysis stage, particularly in understanding the concept of equality and the use of mathematical symbols. This study involved 25 fifth-grade students at an elementary school in East Java. Data were collected through pre-tests and post-tests, questionnaires, and interviews. The results showed that this e-module was able to encourage a shift in students' thinking from explicit counting strategies to a relational understanding of the equal sign. Students began to apply representational and relational approaches in solving contextual problems involving simple systems of equations. These findings contribute to the development of a conceptual learning trajectory and emphasize the importance of systematic didactic interventions to improve algebraic literacy from an early age.
RME-BASED DOODLE ART COMICS TO STRENGTHEN ELEMENTARY STUDENTS’ NUMERACY LITERACY
Abstract Numeracy literacy is an essential competency that needs to be developed from the elementary school level; however, mathematics learning practices still tend to be abstract and insufficiently connected to students’ real-life contexts. This condition has resulted in students’ low ability to understand and solve contextual numeracy problems. This study aims to develop a doodle art comic based on Realistic Mathematics Education (RME) as a contextual learning medium to support numeracy literacy among elementary school students. The study employed a research and development method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects comprised 28 fourth-grade elementary school students, two classroom teacher, and two expert validators, namely a mathematics education expert and a learning media expert. The research instruments included expert validation sheets, teacher and student response questionnaires, numeracy literacy tests, as well as observation and interview guides. The results indicate that the RME-based doodle art comic achieved a high level of feasibility based on expert evaluations and was considered practical and easy to use in classroom learning. Student responses showed increased engagement and interest in numeracy learning. Furthermore, test results and qualitative data revealed improvements in students’ ability to understand problem contexts, connect numerical information, and communicate mathematical reasoning. The study concludes that the RME-based doodle art comic has strong potential as an innovative, contextual, and meaningful learning medium for strengthening numeracy literacy among elementary school students
Creative Thinking Skills of Junior High School Students in Solving Problems Based on Mathematics Anxiety
Creative thinking skills are essential 21st-century skills that students must master. One factor that can hinder the achievement of this skill is math anxiety. This study aims to describe students' creative thinking skills in relation to their level of math anxiety. The research method employed is a descriptive qualitative approach. This research was conducted at SMP Negeri 2 Ungaran with seventh-grade students as the research subjects. The research tools consisted of a mathematics anxiety questionnaire, a mathematics ability test, and interview guidelines. The data will be analyzed through the stages of reduction, presentation, and conclusion. The sampling technique used was purposive sampling, in which students with high and low levels of mathematics anxiety were selected. The research subjects selected were four students who had similar creative thinking abilities. The creative thinking process is characterized by fluency, flexibility, and novelty. Based on the research, students with low levels of math anxiety tend to be able to demonstrate fulfillment of creative thinking skill indicators. Meanwhile, students with high levels of math anxiety are not able to demonstrate fulfillment of creative thinking skill indicators. However, there are differences in the creative thinking process between students with high and low levels of math anxiety.
DEVELOPMENT OF BATIKMATIKA FOR MATHEMATICAL LEARNING INTEREST AND APPRECIATION OF LOCAL CULTURE
Abstract This study was conducted in response to the low interest of students in learning mathematics because they feel that mathematics is increasingly abstract and less interesting to learn, which has an impact on weak conceptual understanding and learning engagement and the declining appreciation of local culture among younger generations due to the influence of foreign cultures. Therefore, innovative learning media integrating mathematics and culture are needed to improve mathematic learning interest and appreciation of local culture among. This study aimed to develop BATIKMATIKA to improve mathematical learning interest and appreciation of local culture. The research employed a Research and Development (R&D) method adapted from the Borg and Gall model. The subjects were students of the Mathematics Education Study Program, FKIP, Islamic University of Jember. Data were collected using observation sheets to know learning engagement, interview guides to know conceptual understanding and appreciation of local culture, questionnaires of mathematic learning interest and appreciation of local culture to get score of mathematic learning interest and appreciation of local culture, and documentation to get the data of learning outcomes and document research activities. The validity assessment involved three mathematics education lecturers and one batik expert, while practicality testing involved 7 lecturers and 18 students. The results showed that BATIKMATIKA obtained a validity score of 4.45 and practicality scores of 4.44 and 4.28 from lecturers and students, respectively, categorized as very valid and very practical. The paired-sample t-test in 40 students showed significant effect in students’ mathematics learning interest and appreciation of local culture after using BATIKMATIKA. Keywords: Appreciation Of Local Culture, BATIKMATIKA; Mathematical Learning Interest; Abstrak Penelitian ini dilakukan sebagai respons terhadap rendahnya minat siswa dalam belajar matematika karena mereka merasa matematika semakin abstrak dan kurang menarik untuk dipelajari, yang berdampak pada lemahnya pemahaman konseptual dan keterlibatan belajar serta menurunnya apresiasi terhadap budaya lokal di kalangan generasi muda akibat pengaruh budaya asing. Oleh karena itu, media pembelajaran inovatif yang mengintegrasikan matematika dan budaya dibutuhkan untuk meningkatkan minat belajar matematika dan apresiasi terhadap budaya lokal. Penelitian ini bertujuan untuk mengembangkan BATIKMATIKA untuk meningkatkan minat belajar matematika dan apresiasi terhadap budaya lokal. Penelitian ini menggunakan metode Penelitian dan Pengembangan (R&D) yang diadaptasi dari model Borg dan Gall. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Matematika, FKIP, Universitas Islam Jember. Data dikumpulkan menggunakan lembar observasi untuk mengetahui keterlibatan belajar, panduan wawancara untuk mengetahui pemahaman konseptual dan apresiasi terhadap budaya lokal, kuesioner minat belajar matematika dan apresiasi terhadap budaya lokal untuk mendapatkan nilai minat belajar matematika dan apresiasi terhadap budaya lokal, dan dokumentasi untuk mendapatkan data hasil belajar dan mendokumentasikan kegiatan penelitian. Penilaian validitas melibatkan tiga dosen pendidikan matematika dan satu ahli batik, sedangkan pengujian praktis melibatkan 7 dosen dan 18 mahasiswa. Hasil penelitian menunjukkan bahwa BATIKMATIKA memperoleh skor validitas 4,45 dan skor kepraktisan 4,44 dan 4,28 dari dosen dan mahasiswa, masing-masing, yang dikategorikan sebagai sangat valid dan sangat praktis. Uji t sampel berpasangan dilakukan pada 40 mahsiswa yang menunjukkan pengaruh signifikan terhadap minat belajar matematika dan apresiasi budaya lokal mahasiswa setelah menggunakan BATIKMATIKA. Kata kunci: Apresiasi Terhadap Budaya Lokal, BATIKMATIKA, Minat Belajar Matematika
TRANSITIONAL STRUCTURE OF MATHEMATICAL THINKING FROM STRUCTURAL INTUITIVE TO DEDUCTIVE WITH THE FREEMAN FRAMEWORK
Formal thinking requires analytical skills to evaluate whether a statement is true or false. However, researchers have found that some students complete the mathematical proof process using intuitive thinking. Students who studied mathematical proof in their early semesters often struggle to construct structural proofs intuitively. Therefore, this study aims to explore students' thought processes in conducting mathematical proofs, transitioning from intuitive reasoning to deductive reasoning, and achieving correct conclusions. The research employs a qualitative descriptive method, validated by experts in mathematical proof and reasoning, all of whom have at least ten years of teaching experience in the field. The subjects of this study were two students selected based on their thought processes, ranging from intuitive to deductive reasoning, with both providing correct and incorrect answers. Students who struggle with this transition tend to rely on institutional and evaluative assurances. In contrast, those who successfully navigate the transition are able to integrate evaluative, empirical, and a priori warrants into their reasoning. This research suggests that all parties involved in mathematical proof need to pay careful attention to each stage of the reasoning process to ensure accuracy.
DIGITALISASI PEMBELAJARAN MATEMATIKA KONTEKSTUAL: PENGEMBANGAN FLIPBOOK ETNOMATEMATIKA BANGUN DATAR DENGAN KEARIFAN LOKAL PONTIANAK
Potensi etnomatematika di Kota Pontianak belum banyak dimanfaatkan dalam proses pembelajaran. Padahal, Kota Pontianak memiliki potensi besar dalam mengembangkan pembelajaran matematika inovatif yang menggabungkan budaya lokal dan teknologi guna meningkatkan kemampuan serta apresiasi budaya peserta didik di era industri 4.0. Penelitian ini berfokus pada pengembangan media flipbook berbasis etnomatematika budaya lokal Kota Pontianak untuk pembelajaran materi bangun datar di kelas V SDSP Assalam Pontianak. Melalui tahapan model 4D, diperoleh media yang layak dan praktis digunakan. Rancangan media memadukan elemen budaya seperti Istana Kadriah, Rumah Adat Melayu, Kain Corak Insang, dan Tugu Khatulistiwa. Berdasarkan penilaian para ahli, tingkat validasi yang diperoleh termasuk dalam kategori sangat tinggi, sedangkan uji coba terbatas memperlihatkan peningkatan hasil belajar signifikan dengan rata-rata pretest 4,17 dan posttest 60. Nilai uji Wilcoxon 0,000 (<0,05) menegaskan perbedaan signifikan. Selain itu, kegiatan pembelajaran menggunakan media flipbook materi bangun datar kelas V berbasis etnomatematika budaya lokal kota pontianak memiliki dampak yang baik terhadap hasil belajar peserta didik, dilihat dari nilai effect size sebesar 0,7 yang masuk pada kategori sedang. Angket kepraktisan peserta didik (82,8%) dan guru (93,3%) menunjukkan kategori sangat praktis. Terakhir, media dikemas dalam bentuk aplikasi dan HTML. Dengan demikian, flipbook berbasis etnomatematika ini layak, efektif, dan praktis digunakan sebagai media pembelajaran yang mengintegrasikan teknologi, budaya lokal, dan memberi dampak terhadap peningkatan hasil belajar matematika peserta didik.
ANALISIS KEMAMPUAN MAHASISWA DALAM MENYELESAIKAN MASALAH ILL-STRUCTURED BERKONTEKS LOKAL
Salah satu tantangan yang sering muncul di dalam kehidupan sehari-hari adalah masalah yang tidak terstruktur dengan jelas atau ill-structured. Berdasarkan hasil observasi maupun penelitian, masih ditemukan mahasiswa yang mengalami kesulitan dalam menyelesaikan masalah yang bersifat kompleks, terbuka, dan berkonteks lokal, padahal kemampuan tersebut penting untuk menghadapi berbagai permasalahan nyata dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa dalam menyelesaikan masalah ill-structured berkonteks lokal. Penelitian menggunakan desain explanatory sequential mixed methods yang melibatkan 72 mahasiswa Program Studi Pendidikan Matematika Universitas Lambung Mangkurat. Data dikumpulkan melalui tes penyelesaian masalah ill-structured dan wawancara. Empat subjek dipilih secara purposive untuk dianalisis secara mendalam. Prosedur penelitian meliputi penyusunan dan validasi instrumen tes, pengambilan data, analisis data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa mengalami kesulitan dalam merancang, menjustifikasi, dan mengevaluasi solusi secara komprehensif pada masalah ill-structured berkonteks lokal. Penelitian ini berkontribusi memberikan gambaran mengenai kemampuan mahasiswa dalam menyelesaikan masalah lingkungan yang aktual serta sebagai dasar untuk mempertimbangkan strategi pembelajaran yang lebih efektif. Â Kata kunci: ill structured; konteks lokal; penyelesaian masalah. Abstract: One of the challenges frequently encountered in everyday life is dealing with ill-structured problems, which are complex, open-ended, and lack clearly defined solutions. Based on observations and previous studies, many university students still experience difficulties in solving complex, open-ended problems situated within local contexts, even though such abilities are essential for addressing real-world issues. This study aimed to describe students' ability to solve ill-structured problems situated within local contexts. The study employed an explanatory sequential mixed-methods design involving 72 students from the Mathematics Education Study Program at Lambung Mangkurat University. Data were collected through an ill-structured problem-solving test and interviews. Four participants were purposively selected for in-depth analysis. The research procedure included the development and validation of the test instrument, data collection, data analysis, and conclusion drawing. The findings revealed that most students experienced difficulties in designing, justifying, and comprehensively evaluating solutions to locally contextualized ill-structured problems. This study contributes to providing insights into students’ ability to address authentic environmental problems and serves as a basis for considering more effective instructional strategies to enhance ill-structured problem-solving skills. Â Keywords: ill-structured problem; local context; problem solving.
PENGEMBANGAN E-MODUL MATEMATIKA DENGAN PENDEKATAN STEM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN SELF EFFICACY SISWA
Keterbatasan ketersediaan e-modul matematika berbasis STEM bagi siswa sekolah kejuruan otomotif telah menghambat implementasi Kurikulum Merdeka. Penelitian ini mengembangkan e-modul matematika berpendekatan STEM tentang vektor yang dikontekstualisasikan dalam mekanika sepeda motor, dengan menggunakan model ADDIE yang meliputi lima tahap, yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Sebanyak 60 siswa kelas XI Teknik Sepeda Motor di SMK Arya Singasari Larangan Brebes dikategorikan menjadi kelompok eksperimen yang memanfaatkan e-modul berpendekatan STEM dan kelompok kontrol yang menggunakan media pembelajaran konvensional. Instrumen penelitian meliputi lembar validasi, angket kepraktisan, angket self efficacy, tes kemampuan berpikir kritis, lembar observasi, dan pedoman wawancara. E-modul matematika dengan pendekatan STEM dinilai sangat sesuai dan sangat praktis oleh para ahli bidang studi dan media. Hasil uji-t menunjukkan bahwa kemampuan berpikir kritis dan self efficacy kelompok eksperimen secara signifikan lebih tinggi daripada kelompok kontrol, dengan korelasi positif antara kedua variabel tersebut (r = 0,695; p < 0,05). Penelitian ini menyimpulkan bahwa e-modul matematika dengan pendekatan STEM layak, praktis, dan efektif dalam mengembangkan kemampuan berpikir kritis dan self efficacy siswa SMK. E-modul ini berpotensi menjadi alternatif bahan ajar yang relevan untuk pembelajaran matematika kontekstual di SMK kejuruan otomotif. Â Kata kunci: Kemampuan Berpikir Kritis; Self Efficacy; STEM
A COGNITIVE DIAGNOSTIC ASESSMENT MODULE BASED ON CONTEXTUAL NUMERACY LITERACY
This study aims to develop a cognitive diagnostic assessment module in mathematics based on contextual numeracy literacy of Sumbawa for Phase D students by employing a 3D development model (Define, Design, Develop) adapted from Thiagarajan’s 4D model. In the Define stage, needs analysis was carried out through observation, interviews, and curriculum review to identify the existing diagnostic assessments used by teachers as well as the opportunities for integrating Sumbawa’s local context. The Design stage produced a draft module consisting of test blueprints, items, answer keys, assessment rubrics, and interpretation guidelines. The Develop stage resulted in Prototype I, which was validated by nine validators comprising one subject-matter expert and two practitioners for each grade level (VII, VIII, and IX). Quantitative validation results show that the material aspect obtained an average of 95.86% (VII=95.86%; VIII=95.17%; IX=95.00%), the construct aspect 94.87% (VII=97.86%; VIII=95.00%; IX=91.75%), and the language aspect 95.07% (VII=97.29%; VIII=95.67%; IX=92.25%). All aspects were categorized as very valid, indicating that the module is feasible to be used as a diagnostic assessment instrument to support adaptive mathematics learning in accordance with the students’ level of ability in Phase D.
PENGEMBANGAN DESAIN PEMBELAJARAN STEAM UNTUK MEMFASILITASI BERPIKIR KRITIS SISWA: PENDEKATAN INOVATIF PENDIDIKAN ABAD 21
Penelitian ini bertujuan untuk mengembangkan desain model pembelajaran STEAM yang secara spesifik dirancang untuk memfasilitasi kemampuan berpikir kritis siswa dalam konteks Pendidikan abad 21. Keterbatasan pembelajaran konvensioanal dalam mengembangkan kemampuan brpikir kritis, pendekatan STEAM dipilih sebagai kerangka inovatif yang integrative dan berbasis masalah nyata. Dengan menggunakan model pembelajaran yang menekankan berpikir kritis membantu mempersiapkan generasi yang mampu menyaring informasi, memecahkan masalah, dan menghadapi tantangan kompleks di berbagai bidang kehidupan. Metode penelitian yang digunakan adalah R&D dengan model Borg & Gall dengan tujuh tahapan: (1) potensi, masalah dan pengumpulan data, (3) desain produk, (4) validasi desain, (5) revisi desain, (6) uji coba produk, (7) revisi produk. Subjek penelitian siswa kelas VIII SMP Negeri Sekampung berjumlah 32 siswa. Intrumen penelitian adalah angket untuk uji validitas dan uji kepraktisan, lembar observasi untuk pelaksanaan pembelajaran STEAM dan tes untuk kemampuan berpikir kritis. Desain pembelajaran yang dikembangkan terdiri 5 fase yaitu science, technology, engineering, arts dan mathematics yang masing-masing secara eksplisit mengintegrasikan strategi untuk memicu dan mengembangkan kemampuan berpikir kritis. Hasil penelitian diperoleh bahwa produk valid dengan persentase sebesar 83% kategori sangat valid, praktis dengan persentase 86% kriteria sangat praktis dan efektif dengan N-Gain 0,42 kriteria sedang. Respon guru dan siswa terhapa model pembelajaran sangat positif, mencerminkan praktikalitas dan efektivitas di kelas. Dengan demikian, model pembelajaran STEAM direkomendasikan untuk diimplementasikan secara luas dan dikaji lebih lanjut dalm konteks yang beragam seperti aspek pembelajaran diferensiasi. Selain itu juga perlu penerapan jangka panjang untuk pengamatan efektivitas yang lebih mendalam.
PREDICTIVE RELATIONSHIP BETWEEN MATHEMATICAL REFLECTIVE THINKING AND MATHEMATICAL LITERACY AMONG PROSPECTIVE TEACHERS
This study examines the predictive relationship between mathematical reflective thinking and mathematical literacy among prospective mathematics teachers, an area that remains relatively underexplored in teacher education research. Reflective thinking is closely associated with higher-order cognitive and metacognitive processes that may support individuals in formulating, interpreting, and evaluating mathematical ideas in contextual situations. Therefore, this study aims to investigate the extent to which mathematical reflective thinking predicts mathematical literacy among prospective mathematics teachers. A quantitative correlational design was employed involving 30 prospective mathematics teachers from a private university in Garut Regency, Indonesia, selected through purposive sampling. Data were collected using mathematical reflective thinking and mathematical literacy tests developed based on Dewey’s reflective thinking indicators and PISA mathematical literacy frameworks. The instruments underwent expert validation involving five mathematics education experts and statistical validity and reliability testing. Simple linear regression analysis revealed a statistically significant predictive relationship between reflective thinking and mathematical literacy (t = 3.507, p = 0.002). Reflective thinking explained 30.5% of the variance in mathematical literacy (R2 = 0.305), indicating that although reflective thinking contributes substantially, other factors may also influence mathematical literacy development. These findings suggest that strengthening reflective thinking skills may support the enhancement of mathematical literacy among prospective mathematics teachers and provide implications for instructional design and teacher education practices.
PENGEMBANGAN E-LKPD BERBANTUAN LIVEORKSHEETS UNTUK MENINGKATKAN PEMAHAMAN KONSEP BARISAN DAN DERET ARITMATIKA
Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep matematika siswa akibat pembelajaran yang masih didominasi metode konvensional serta belum optimalnya pemanfaatan media pembelajaran interaktif. Penelitian ini bertujuan mengembangkan Lembar Kerja Peserta Didik Elektronik (E-LKPD) berbantuan Liveworksheets yang valid, praktis, dan efektif untuk meningkatkan pemahaman konsep matematika siswa kelas X di SMAN 1 Padang Bolak Julu pada materi barisan dan deret aritmetika. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Instrumen penelitian terdiri atas lembar validasi ahli, angket respons guru dan peserta didik, serta tes pemahaman konsep matematika. Hasil penelitian menunjukkan bahwa E-LKPD yang dikembangkan memenuhi kriteria sangat valid berdasarkan penilaian ahli materi (90,66%), ahli media (87,14%), dan ahli bahasa (100%). Tingkat kepraktisan juga berada pada kategori sangat praktis berdasarkan respons guru (96%) dan peserta didik (90,02%). Efektivitas E-LKPD ditunjukkan oleh peningkatan rata-rata nilai siswa dari 56 pada pretest menjadi 88,6 pada posttest dengan nilai N-Gain sebesar 0,74 yang termasuk kategori tinggi. Hasil uji normalitas Shapiro–Wilk menunjukkan data pretest dan posttest berdistribusi normal, sedangkan hasil uji Paired Sample t-Test menunjukkan nilai signifikansi kurang dari 0,001 (p < 0,05), sehingga terdapat perbedaan yang signifikan antara hasil pretest dan posttest. Temuan tersebut menunjukkan bahwa E-LKPD berbantuan Liveworksheets efektif dalam meningkatkan pemahaman konsep matematika siswa melalui pembelajaran yang lebih interaktif, terstruktur, dan berpusat pada peserta didik sesuai dengan karakteristik Kurikulum Merdeka. Kata kunci: E-LKPD; Liveworksheets; Pemahaman Konsep Abstract This study was motivated by students’ low mathematical conceptual understanding caused by the dominance of conventional teaching methods and the limited use of interactive learning media. The purpose of this study was to develop a Liveworksheets-assisted Electronic Student Worksheet (E-LKPD) that is valid, practical, and effective in improving the mathematical conceptual understanding of tenth-grade students at SMAN 1 Padang Bolak Julu on the topic of arithmetic sequences and series. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research instruments included expert validation sheets, teacher and student response questionnaires, and a mathematical conceptual understanding test. The findings revealed that the developed E-LKPD met the criteria of being highly valid based on evaluations from material experts (90.66%), media experts (87.14%), and language experts (100%). The practicality level was also categorized as very practical based on teacher responses (96%) and student responses (90.02%). The effectiveness of the E-LKPD was demonstrated by an increase in the students’ average score from 56 on the pretest to 88.6 on the posttest, with an N-Gain score of 0.74, which falls into the high category. The results of the Shapiro–Wilk normality test indicated that both the pretest and posttest data were normally distributed, while the Paired Sample t-Test yielded a significance value of less than 0.001 (p < 0.05), indicating a statistically significant difference between the pretest and posttest scores. These findings suggest that the Liveworksheets-assisted E-LKPD is effective in enhancing students’ mathematical conceptual understanding through a more interactive, structured, and student-centered learning process in accordance with the principles of the Merdeka Curriculum. Keywords: Conceptual Understanding; E-LKPD; Liveworksheets
TRANSPOSISI DIDAKTIK KONSEP TURUNAN FUNGSI: PRADETEKSI LEARNING OBSTACLE PADA SISWA SMA
Abstrak Penelitian ini bertujuan untuk menganalisis transposisi didaktik internal dan eksternal konsep turunan fungsi pada siswa SMA. Penelitian ini adalah penelitian kualitatif yang merupakan studi awal dari serangkaian proses penelitian desain didaktik (DDR). Penelitian transposisi didaktik ini merupakan bagian dari tahap pertama dalam penelitian DDR yakni analisis prospektif, yaitu 1) analisis buku teks matematika kelas XII dalam bentuk analisis prakseologi buku teks dan 2) analisis situasi didaktik dalam bentuk hasil wawancaran dengan guru dan analisis buku catatan siswa dalam bentuk analisis prakseologi didaktik guru. Hasil penelitian menunjukkan bahwa baik buku teks maupun situasi didaktik pembelajaran guru keduanya belum sistematis karena sajian pengetahuan dalam keduanya tidak sesuai urutannya dengan sajian pengetahuan dalam buku matematika scientific knowledge dan belum epistemik karena siswa tidak dilibatkan secara langsung untuk mengkontruksi pengetahuaannya sendiri untuk mendapatkan pengetahuan yang justified true belief sehingga berpeluang membuat siswa mengalami learning obstacle (LO), baik itu LO epistemik, LO ontogenik, maupun LO didaktik. Penelitian ini diharapkan memberikan kontribusi untuk memperluas kajian transposisi didaktik pada materi kalkulus sekolah yang berpeluang menimbulkan learning obstacle pada siswa dan kelanjutannya digunakan sebagai referensi dalam merancang desain didaktik baru pada materi turunan fungsi di sekolah menengah atas. Kata Kunci: konsep turunan, learning obstacle, transposisi Didaktik, Abstract This study aims to analyze the internal and external didactic transposition of the concept of derivative functions in high school students. This research is a qualitative study which is the initial study of a series of didactic design research (DDR) processes. This didactic transposition research is part of the first stage in the DDR research, namely prospective analysis, namely 1) analysis of grade XII mathematics textbooks in the form of textbook praxeology analysis and 2) analysis of didactic situations in the form of interview results with teachers and analysis of student notebooks in the form of teacher didactic praxeology analysis. The results of the study indicate that both textbooks and the didactic situation of teacher learning are not systematic because the presentation of knowledge in both is not in accordance with the sequence of presentation of knowledge in scientific knowledge mathematics books and is not epistemic because students are not directly involved in constructing their own knowledge to obtain knowledge that is justified true belief so that it has the potential to make students experience learning obstacles (LO), both epistemic LO, ontogenic LO, and didactic LO. This study is expected to contribute to expanding the study of didactic transposition in school calculus material that has the potential to cause learning obstacles in students and its continuation is used as a reference in designing new didactic designs on function derivative material in high school. Keywords: derivative concept, didactic Transposition,, learning obstacle.
DEVELOPING VR-ASSISTED RME LEARNING MEDIA TO IMPROVE STUDENTS’ CREATIVE THINKING SKILLS IN GEOMETRY
Students’ creative thinking in mathematics remains a challenge, particularly in learning three-dimensional geometry. This problem is related to the abstract nature of the material and the limited use of interactive media in classroom instruction. This study aimed to develop and evaluate Virtual Reality (VR)-assisted learning media integrated with the Realistic Mathematics Education (RME) approach to enhance students’ creative thinking skills. The study employed a Research and Development design using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The participants were 64 ninth-grade students of SMP Negeri 9 Semarang, divided into an experimental group and a control group, with 32 students in each group. Data were obtained through expert validation sheets, student response questionnaires, and a creative thinking test. The findings showed that the developed media met the criteria of high validity, with media expert scores ranging from 92% to 93% and material expert scores ranging from 92% to 96%. Student responses also indicated that the media was practical, with a percentage of 80%. In addition, the experimental group achieved a higher mean score (83.50) than the control group (72.35). The independent samples t-test further revealed a significant difference between the two groups (p < 0.001). These results indicate that VR-assisted learning media integrated with the RME approach is valid, practical, and effective in improving students’ creative thinking skills. Kemampuan berpikir kreatif siswa dalam pembelajaran matematika masih menjadi tantangan, terutama pada materi geometri tiga dimensi. Kondisi ini berkaitan dengan sifat materi yang abstrak dan belum optimalnya penggunaan media pembelajaran interaktif di kelas. Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi media pembelajaran berbantuan Virtual Reality (VR) yang diintegrasikan dengan pendekatan Realistic Mathematics Education (RME) untuk meningkatkan kemampuan berpikir kreatif siswa. Penelitian ini menggunakan metode Research and Development dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Subjek penelitian berjumlah 64 siswa kelas IX SMP Negeri 9 Semarang yang dibagi ke dalam kelas eksperimen dan kelas kontrol, masing-masing sebanyak 32 siswa. Data dikumpulkan melalui lembar validasi ahli, angket respons siswa, dan tes kemampuan berpikir kreatif. Hasil penelitian menunjukkan bahwa media yang dikembangkan memenuhi kriteria sangat valid, dengan skor validasi ahli media sebesar 92%–93% dan ahli materi sebesar 92%–96%. Respons siswa juga menunjukkan bahwa media berada pada kategori praktis dengan persentase 80%. Selain itu, rata-rata skor kelas eksperimen (83,50) lebih tinggi dibandingkan kelas kontrol (72,35). Hasil uji independent samples t-test menunjukkan adanya perbedaan yang signifikan antara kedua kelas (p < 0,001). Dengan demikian, media pembelajaran berbantuan VR yang terintegrasi dengan pendekatan RME dinyatakan valid, praktis, dan efektif dalam meningkatkan kemampuan berpikir kreatif siswa.
KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI ADVERSITY QUOTIENT PADA CHALLENGE-BASED ON DIFFERENTIATED LEARNING BERBANTUAN WEBSITE STEM
21st century education emphasizes the importance of critical thinking skills. Data from Programme for International Student Assessment indicate that these skills still need improvement, thus requiring instructional innovations such as Challenge-Based on Differentiated Learning (CB-DL) supported by a STEM-based website. This study aims to (1) analyze the quality of instructional innovation in enhancing critical thinking skills, (2) examine the effect of Adversity Quotient (AQ) on critical thinking skills, and (3) describe critical thinking skills in terms of AQ. The study employed mixed methods approach. Quantitative data were collected through questionnaires and tests and analyzed using RStudio, while qualitative data were collected through interviews and analyzed using technique triangulation. The results show that CB-DL supported by a STEM-based website is of high quality in improving critical thinking skills. In addition, AQ has a positive effect of 12.92% on critical thinking skills. The findings indicate that climbers-type participants fulfill the indicators of interpretation, analysis, evaluation, inference, explanation, and self-regulation, whereas campers-type participants fulfill interpretation, analysis, evaluation, inference, and explanation. This study provides significant empirical contributions to improving critical thinking skills.
DEVELOPMENT OF INTERACTIVE MATHEMATICS LEARNING MULTIMEDIA BASED ON SCRATCH USING THE 4D MODEL
This study aimed to develop Scratch-based interactive learning media for applied algebra using the 4D development model, consisting of the define, design, develop, and disseminate stages. The research addressed students’ difficulties in understanding and applying algebraic concepts in contextual problem-solving and the limited availability of interactive digital learning media. The development process involved needs analysis, prototype design, and media implementation using Scratch with interactive materials and game-based exercises. The feasibility of the media was evaluated through material and media validation conducted by mathematics education lecturers. At the same time, user acceptance was examined through a User Acceptance Test (UAT) involving ten prospective mathematics teachers. Data were analyzed using percentage-based scoring. The results indicated that the developed media achieved a very good level of feasibility in terms of material quality, content coverage, instructional design, ease of use, and visual aspects. The UAT results also showed a very high level of user acceptance across functionality, program presentation, and language and typography aspects. Furthermore, evaluation using the Dr. Scratch application yielded a score of 20 out of 21, placing the media in the Master category. These findings suggest that the Scratch-based interactive learning media is feasible and well accepted, with potential to support motivation, mathematical learning performance, and the development of computational thinking in applied algebra learning.
DEVELOPING A STEM-BASED PYTHAGOREAN CUP MODEL TO FOSTER MATHEMATICAL AND CREATIVE THINKING DISPOSITIONS
This study aims to develop a STEM-based learning model utilizing the Pythagorean Cup to effectively enhance elementary students’ creative thinking skills and mathematical dispositions. The central issue addressed is the weak integration of cognitive and affective aspects in mathematics learning, which remains predominantly procedural and lacking in contextual relevance. A Research and Development (R&D) approach employing a 4D design model (Define–Design–Develop–Disseminate) was used to design and test the learning model. Data were collected through observations, questionnaires, tests, and interviews involving 80 fifth-grade students from three elementary schools in Banten Province, Indonesia. Validation results confirmed strong content and construct validity. Practicality testing indicated the model was highly feasible for both teachers and students. Effectiveness analysis using a quasi-experimental design revealed statistically significant improvements across all indicators of creative thinking (fluency, flexibility, elaboration, originality) and mathematical disposition (curiosity, perseverance, confidence, risk-taking), with p-values < 0.05. The integration of the historically scientific artifact, the Pythagorean Cup, into instruction proved to foster meaningful inquiry, experimentation, and reflection-based learning experiences. These findings highlight the potential of a contextually designed, manipulative-based STEM learning model to simultaneously cultivate students’ cognitive competencies and dispositional character, both essential for 21st-century education success.
STATISTICAL LITERACY KNOWLEDGE DIFFUSION: DIDACTICAL TRANSPOSITION FROM SCHOLARLY KNOWLEDGE TO KNOWLEDGE TO BE TAUGHT ON LINEAR REGRESSION
This study examines the process of external didactic transposition in linear regression material, namely the transformation of scholarly knowledge into knowledge to be taught. This transposition is important to ensure that knowledge that is complex and tends to be abstract for students can be accessed and easily understood, especially in the context of linear regression so that it can develop students' statistical literacy. The research method was conducted with a document study by analysing primary books on statistics, reference guidelines for the preparation of mathematics textbooks, and educational curriculum documents in Indonesia. The results of the study showed that the knowledge adaptations that have been identified are the meaning of dependent and independent variables, the concept of linear regression, the concept of best fit line, linear regression equation model, and random error. Although there are knowledge adaptations that facilitate understanding for students, there are also limitations in the presentation of random error distribution assumptions in the knowledge to be taught. The contribution of this research is an understanding of the construction of statistical knowledge presented in the educational context and the strengthening of materials that can develop students' statistical literacy. Penelitian ini mengkaji proses transposisi didaktis eksternal pada materi regresi linear, yaitu transformasi pengetahuan ilmiah (scholarly knowledge) menjadi pengetahuan yang akan diajarkan (knowledge to be taught). Transposisi ini penting untuk memastikan pengetahuan yang kompleks dan cenderung abstrak bagi siswa dapat diakses dan mudah dipahami, khususnya dalam konteks regresi linear sehinga dapat mengembangkan literasi statistik siswa. Metode penelitian dilakukan dengan studi dokumen melalui analisis buku primer materi statistika, pedoman acuan penyusunan buku teks matematika, dan dokumen kurikulum pendidikan di Indonesia. Hasil studi menunjukkan adaptasi pengetahuan yang telah teridentifikasi yaitu pemaknaan variabel dependen dan independen, konsep regresi linear, konsep garis best fit, model persamaan regresi linear, serta random error. Walaupun terdapat adaptasi pengetahuan yang memfasilitasi pemahaman untuk siswa, tetapi ditemukan pula adanya keterbatasan dalam penyajian asumsi distribusi random eror dalam knowledge to be taught. Kontribusi penelitian ini yaitu pemahaman terhadap konstruksi pengetahuan statistika yang disajikan pada konteks pendidikan serta penguatan materi yang dapat mengembangkan literasi statistik siswa.
INTEGRASI MEDIA INTERAKTIF BERBASIS ISLAMI “GEMILANG CAH BUMI” DALAM ASESMEN FORMATIF PEMBELAJARAN PECAHAN DI SEKOLAH DASAR
Penelitian ini dilatarbelakangi oleh belum optimalnya pelaksanaan asesmen formatif dalam pembelajaran pecahan di SD, sehingga guru mengalami kesulitan memantau perkembangan belajar siswa dan siswa kurang termotivasi memahami konsep. Tujuan penelitian ini adalah mengembangkan media interaktif berbasis Islami “Gemilang Cah Bumi” dalam asesmen formatif untuk meningkatkan pemahaman konsep, motivasi belajar dan keterlibatan siswa pada pembelajaran pecahan di SD. Subjek penelitian berjumlah 90 siswa kelas V dari tiga SD yang dipilih dengan teknik purposive sampling berdasarkan ketersediaan sarana pendukung pembelajaran berbasis teknologi. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan desain pengembangan Hannafin dan Peck melalui tahap analisis kebutuhan, desain, serta pengembangan dan implementasi. Perolehan skor hasil validasi, yaitu 0,84 (valid) dari ahli desain pembelajaran; 0,96 (sangat valid) dari ahli pendidikan Agama Islam; 0,92 (sangat valid) dari ahli materi; 0,94 (sangat valid) dari ahli media pembelajaran; dan 0,92 (sangat valid) dari guru (pengguna) yang menunjukkan bahwa media memiliki kualitas baik dan layak digunakan. Uji coba menunjukkan peningkatan hasil belajar yang signifikan, dengan rata-rata skor meningkat dari 62,4 pada pretest menjadi 83,9 pada posttest (p < 0,05), serta effect size yang kuat (d = 0,81); peningkatan motivasi belajar dari 64% menjadi 88%; peningkatan keterlibatan siswa dari 66% menjadi 89%; dan respon positif siswa terhadap media mencapai 90% (sangat baik), yang menunjukkan bahwa media tersebut efektif digunakan. Kesimpulan dari penelitian ini adalah media interaktif berbasis Islami “Gemilang Cah Bumi” dalam asesmen formatif berhasil dikembangkan dan dinyatakan valid serta efektif untuk meningkatkan pemahaman konsep, motivasi belajar dan keterlibatan siswa pada pembelajaran pecahan di SD. This study was motivated by the suboptimal implementation of formative assessment in fraction learning at elementary schools, which makes it difficult for teachers to monitor students’ learning progress and reduces students’ motivation to understand mathematical concepts. The purpose of this study was to develop an Islamic-themed interactive learning media, “Gemilang Cah Bumi,” integrated with formative assessment to improve students’ conceptual understanding, learning motivation, and engagement in fraction learning at the elementary school level. The participants consisted of 90 fifth-grade students from three elementary schools selected through purposive sampling based on the availability of technology-supported learning facilities. This study employed a Research and Development (R&D) approach using the Hannafin and Peck development model, which includes the stages of needs analysis, design, and development and implementation. The validation results yielded scores of 0.84 (valid) from the instructional design expert, 0.96 (highly valid) from the Islamic education expert, 0.92 (highly valid) from the subject matter expert, 0.94 (highly valid) from the learning media expert, and 0.92 (highly valid) from teachers as users, indicating that the media was of good quality and suitable for use. The trial results showed a significant improvement in learning outcomes, with the average score increasing from 62.4 on the pretest to 83.9 on the posttest (p < 0.05), accompanied by a strong effect size (d = 0.81). Learning motivation increased from 64% to 88%, student engagement increased from 66% to 89%, and positive student responses to the media reached 90% (very good), indicating the effectiveness of the media. In conclusion, the Islamic-themed interactive learning media “Gemilang Cah Bumi,” integrated with formative assessment, was successfully developed and proven to be valid and effective in improving students’ conceptual understanding, learning motivation, and engagement in fraction learning at elementary schools.