Jurnal Axioma : Jurnal Matematika dan Pembelajaran
Jurnal Axioma : Jurnal Matematika dan Pembelajaran is a mathematic learning journal that contains of articles about mathematics and mathematic teaching and learning with various types of research. In mathematic teaching and learning focus this journal has some scope, it’s about: (1) Mathematical thinking processes; (2) Mathematics learning assessment; (3) The curriculum in mathematics learning; (4) Mathematics learning models; (5) Media & technology in mathematics learning; (6) Professional development of mathematics teachers; (7) Ethno mathematics in mathematics learning. And then in mathematics fokus this journal has some scope, it’s about: (1) Graf; (2) Statistic; (3) Algebra; (4) Analysis; (5) Geometry; and (6) Calculus. Jurnal Axioma : Jurnal Matematika dan Pembelajaran published twice a year in January and July. Jurnal Axioma : Jurnal Matematika dan Pembelajaran published by Mathematics Education Program, Faculty of Teaching and Education, Islamic University of Jember. Jurnal Axioma : Jurnal Matematika dan Pembelajaran has number of ISSN for electronic and print. The number for E ISSN is 2615-0697 and for P ISSN is 2622-8149.
Mengungkap Pola Respons Siswa Pada Geometris Melalui Analisis Rasch Berdasarkan Sintesis Teori Belajar
This study aims to analyze students’ response patterns in geometric using the Rasch Model based on a synthesis of learning theories. The study employed a descriptive quantitative approach involving 32 eighth-grade junior high school students. The research instrument consisted of 38 true/false geometry items developed from indicators of geometric thinking processes synthesized from the theories of Piaget, Vygotsky, and Thorndike. Students’ responses were coded dichotomously, with 1 for correct answers and 0 for incorrect answers, and then analyzed using the Rasch Model. The results showed that students’ geometric thinking abilities varied, with S29P having the highest ability and S11P the lowest. The most difficult item was SL32, while the easiest item was SL1. Overall, the instrument was sufficiently able to map students’ abilities, item difficulty, and response consistency, although several items still require revision. This study offers a new approach to integrating Rasch results through a synthesis of Piaget’s, Vygotsky’s, and Thorndike’s theories, so that the measurement outcomes do not merely produce estimates of students’ abilities, but also provide pedagogical interpretations of geometric thinking patterns. Keywords: Geometric Thinking Patterns, Rasch Analysis, Synthesis of Learning Theories, Geometry
Copyright (c) 2026 Lutfiyah Lutfiyah, Susanto Susanto, Erfan Yudianto, Abi Suwito
Pengambilan Keputusan Instruksional Guru Matematika Dalam Merancang Pembelajaran Daring Materi Himpunan
This study aims to analyze the instructional decision-making of two mathematics teachers (one male and one female) in designing online lessons on sets. This qualitative comparative case study was conducted at SMPN 1 Pasirian. Subjects were selected using purposive sampling based on their experience with online teaching, educational background, digital competence, and willingness to participate. Data were collected through semi-structured interviews, virtual classroom observations, and a review of teaching modules, validated through triangulation over a two- week period. Data analysis integrated Braun & Clarke’s Thematic Analysis and Schoenfeld’s Framework through five stages: transcription, coding, theme formation, framework mapping, and verification. The research results revealed differences in instructional decision-making strategies during the stages of generating ideas, clarifying ideas, and assessing the feasibility of ideas. These differences were influenced by variations in participants’ profiles such as teaching experience, age, digital competence, and class characteristics rather than gender alone. Gender was treated as an individual case characteristic, not a primary explanatory variable or basis for generalization. Keywords: Instructional Decision-Making, Online Learning, Set Theory
Copyright (c) 2026 Ainnur Rohmania, Lukman Jakfar Shodiq, Mohammad Ridho’i
Seperti Apa Pemahaman Konsep Geometri Bangun Datar Anak Tunarungu dalam Pembelajaran Menggunakan Video Audio-Visual Colour Guard (AVCG)?
This study aims to analyze students' understanding of flat geometry concepts through the application of Colour Guard audio-visual videos. The study uses a qualitative descriptive method with three deaf students in grade IX at the Jember State Special School as subjects. Data collection techniques included observation, interviews, documentation, and written tests. The Colour Guard audio-visual video was used as a learning medium to help students understand flat shape concepts visually. The results of the study indicate that the use of the Colour Guard audio-visual video was able to improve students' understanding of flat shape geometry concepts, as indicated by increased activity, attention, and written test results. In addition, students responded positively to the learning media because of its clear and attractive visual presentation, which facilitated their understanding of the concepts. This media can be said to be suitable for supporting the learning of flat shape geometry for deaf students. Keywords: Conceptual Understanding, Plane Geometry, Deaf
Copyright (c) 2026 indah rahayu Panglipur
Pengaruh Metode Tutor Sebaya terhadap Peningkatan Kemampuan Analisis Statistik Guru Bahasa Inggris di Kabupaten Sampang
This study aims to analyze the impact of the peer tutoring method on improving the statistical analysis skills of English teachers in Sampang Regency. The peer tutoring method was selected as an alternative collaborative learning strategy expected to provide teachers with an effective platform to share experiences and knowledge. A pre-experimental design specifically a one-group pretest-posttest design was employed for this study. The research subjects were English teachers in Sampang Regency participating in a training program. Data were collected through tests and observations. Data analysis involved normality testing and hypothesis testing using a paired-sample t-test. The findings indicate that the implementation of the peer tutoring method enhanced the teachers' statistical analysis skills. Hypothesis test results showed a significance value below 0.05, alongside an increase in participants' average scores. Thus, the peer tutoring method proved effective in improving the statistical analysis capabilities of English teachers in Sampang Regency. The study concludes that the peer tutoring method serves as an effective approach for enhancing teachers' professional competence, particularly regarding statistical analysis. These findings are expected to serve as a reference for the development of future teacher training programs. Keywords: Peer Tutoring, Statistical Analysis, English Teacher
Analisis Aktivitas Matematika Pada Permainan Domino Di SMP MHI Bangsalsari Jember
Domino is a game that contains various mathematical elements and has the potential to be utilized as a contextual learning medium. This study aims to describe the forms of mathematical activities that emerge during domino games and to analyze their contribution to mathematics learning. This research employed a qualitative method with a descriptive approach. The research subjects consisted of two students from SMP MHI Bangsalsari Jember who were 15 years old, had the highest mathematics achievement, and had prior experience playing domino. Data were collected through observation, semi-structured interviews, and documentation. Data analysis was conducted through data collection, data reduction, data presentation, and conclusion drawing, supported by source triangulation to ensure data validity. The findings revealed that seven mathematical activities emerged during the domino game, namely classifying, counting, determining position or location, arranging and recognizing patterns, enumerating, estimating, and explaining. Both subjects demonstrated involvement in all indicators of mathematical activities, although at different levels of depth. Subject YE exhibited more analytical, strategic, and systematic thinking skills, whereas subject NA tended to apply a more practical and situational approach. The results indicate that domino games can serve as a learning medium that naturally promotes mathematical activities and supports the development of students' mathematical thinking skills. Therefore, domino games have the potential to be used as an alternative mathematics learning medium that is contextual, engaging, and meaningful. Keywords: Mathematical Activities, Domino Game
Copyright (c) 2026 Novia Indah Sari, Dwi Novi Sulisawati, Marsidi
Peningkatan Motivasi dan Interpretasi Diagram Pencar melalui PBL Berbantuan Microsoft Excel
Through the implementation of Problem-Based Learning (PBL) supported by Microsoft Excel, this study sought to strengthen students’ learning motivation and improve their ability to create and interpret scatter plots. The research employed Classroom Action Research conducted in two cycles involving eleventh-grade students of SMA Muhammadiyah 1 Rambipuji. Data were collected via motivation questionnaires, tests, observations, and documentation. Results showed the average motivation score increased from 55 (low) in the pre-cycle to 67 (high) in Cycle I, and 81 (very high) in Cycle II. The average learning score improved from 32.1 to 68.6 in Cycle I and 80.0 in Cycle II, reaching a 71.43% mastery rate. Excel’s Scatter Plot feature simplified data visualization and reduced manual computation, allowing students to focus on data analysis. Therefore, Problem-Based Learning assisted by Microsoft Excel was effective in improving students’ learning motivation and their ability to construct and interpret scatter plots. Keywords: Learning Motivation, Scatter Plot, Problem-Based Learning, Microsoft Excel
Copyright (c) 2026 Gita Adelia Pratiwi, Lady Agustina, Niswati Amin
Analisis Literasi Digital Siswa dalam Pembelajaran Matematika Berbasis Toy Theater
This study aims to analyze students’ digital literacy in mathematics learning using Toy Theater media among fifth-grade elementary school students, involving 20 participants. The study employed a descriptive quantitative approach supported by qualitative data. Data were collected through questionnaires as the primary source, while interviews and documentation were used to strengthen the analysis. Students’ digital literacy was analyzed based on four aspects: learning attitude, social-emotional, technical, and cognitive. The results showed that the learning attitude aspect reached 90.4% and the social-emotional aspect 89%, both categorized as very high, while the technical aspect reached 78.6% and the cognitive aspect 84.2%, both categorized as high. Interview findings indicated that the use of Toy Theater supported students’ enthusiasm and engagement in mathematics learning, while students’ work demonstrated that the interactive digital media helped them understand mathematical concepts. Therefore, Toy Theater has the potential to support students’ digital literacy in mathematics learning, although teacher guidance is still needed during the initial stages of using the media. Keywords: Digital literacy, Toy Theater
Copyright (c) 2026 Moh Zayyadi, Salsabila Apsari Junaidi
Pengembangan Video Pembelajaran Fun Learning Berbantuan Canva untuk Pemecahan Masalah Materi Segiempat
This study aimed to develop Canva-assisted fun learning instructional videos to improve students' mathematical problem-solving skills on quadrilateral topics in Grade VII of MTs Mujahidin Pontianak. The study employed a Research and Development (R&D) method using the 4-D model, consisting of the define, design, and development stages. The research subjects included three media experts, three material experts, and 30 seventh-grade students for product testing. Data were collected through validation sheets, response questionnaires, and essay tests. The results indicated that the developed instructional video was feasible for learning. The product achieved a validity score of 95.65%, categorized as very valid. Practicality based on teacher and student responses reached 93.3%, categorized as very practical. Effectiveness based on students' test results reached 80%, categorized as effective. Therefore, the developed instructional video is valid, practical, and effective for mathematics learning. Keywords: learning video, fun learning, canva, problem-solving ability
Copyright (c) 2026 Audea Dea, Dwi Oktaviana, Yadi Ardiawan
Penerapan Model Pembelajaran RADEC Terhadap Peningkatkan Literasi Matematis Siswa Materi Bilangan Bulat
The low student interest in learning is a challenge in mathematics instruction; one potential solution is the RADEC model. Therefore, this study aimed to determine the effect of the RADEC (Read, Answer, Discuss, Explore, Create) learning model on students' mathematical literacy skills regarding the topic of integers. The study employed a quantitative method with a one-group pretest-posttest design involving 36 seventh-grade students at SMP 5 Darul Ulum Jombang. The research instruments consisted of a mathematical literacy test, a teaching module, and RADEC-based student worksheets (LKPD), all of which were validated by experts. The test items underwent a preliminary trial followed by validity and reliability analyses to ensure the selection of valid and reliable items for the pretest and posttest. The Shapiro-Wilk normality test indicated that the data were normally distributed (sig > 0.05). The paired t-test results showed a significance value of 0.000 (p < 0.05), indicating a significant effect. Thus, it can be concluded that the RADEC model is effective in enhancing students' mathematical literacy skills. Keywords:RADEC, Mathematical Literacy, Integers
Copyright (c) 2026 M Farid Nasrulloh, M. Qoyum Zuhriawan, Khusnul Khotimah, Zainudin Azizun Zidan, Rafiqa Rahmayati
Peningkatan Hasil Belajar Matematika Murid Melalui Gamifikasi Multi-platform pada Model Discovery Learning
This study aimed to enhance students' mathematics learning outcomes on vector topics through the integration of multi-platform gamification into the Discovery Learning model. Following the Kemmis and McTaggart framework, this classroom action research was conducted over two cycles involving 35 students from class XI-7 at SMAN Pakusari in the 2025/2026 academic year. Quizizz served as the exit ticket-based formative assessment in Cycle I, while Kahoot was employed in Cycle II. Data were gathered through observations and tests. The results showed that the average score rose from 58.43 in the pre-cycle to 79.11 in Cycle I, and further to 89.51 in Cycle II. Mastery learning rates increased from 22.86% to 62.86%, and ultimately reached 94.29%. Student activity improved from 64% to 86%, while teacher activity increased from 71% to 92%. Thus, the integration of multi-platform gamification into Discovery Learning proved effective in improving students' mathematics learning outcomes. Keywords: Mathematics Learning Outcomes, Multi-platform Gamification, Discovery Learning
Copyright (c) 2026 Indah Febbry Anitasari, Lady Agustina, Ika Aldrina Juliastuti Aldrina Juliastuti