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Jurnal Tatsqif
Published by Universitas Islam Negeri Mataram
ISSN : 18295940     EISSN : 25034510     DOI : https://doi.org/10.20414/jtq.v20i2
Core Subject : Education, Social,
Education Social Sciences
Jurnal Tatsqif (e-ISSN: 2503-4510; P-ISSN:1829-2940) is a peer-reviewed and nationally indexed Journal that focuses on ideas and research in Education. It is bi-annually published (June and December) and managed under the auspices of Fakultas Tabiyah dan Keguruan UIN Mataram. The issues covered but not limited to the followings: 1. Learning methods, strategies and model in Education; 2. Educational Development Research on learning activities, materials and media; 3. Action Research; 4. Evaluation and Research in Education; 5. An analysis of concepts and policies in Education.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 113 Documents
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USING MANIPULATIVE TEACHING AIDS IN PRIMARY MATHEMATICS: A QUALITATIVE STUDY IN A GRADE 2 CLASSROOM Avis Amelia Sabillilah; Heru Subrata; Fiena Saadatul Ummah
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.15582

Abstract

This study examines how manipulative teaching aids were used in Grade 2 mathematics learning at SDN Sidotopo Wetan I Surabaya and how pupils responded to their use. The study was motivated by the difficulty young learners often experience when abstract mathematical ideas are introduced mainly through verbal explanation, textbook exercises, and symbolic procedures. Using a qualitative descriptive design, data were collected through classroom observation, semi-structured interviews with the classroom teacher and pupils, and documentation of lesson materials, pupil work, and classroom activities. The analysis focused on the ways fraction boards, multiplication pouches, and TERKA boards supported pupils’ movement from concrete activity to mathematical representation. The findings suggest that the teaching aids made mathematical ideas more visible and discussable, encouraged participation and peer interaction, and gave the teacher a concrete basis for questioning and guided explanation. However, the value of the aids depended strongly on teacher mediation, especially in modelling, prompting, managing group work, and connecting hands-on activity to mathematical language and symbols. Implementation was constrained by limited availability of teaching aids, uneven teacher confidence in media integration, inadequate classroom facilities, and classroom-management demands. The study concludes that simple, locally available teaching aids can support meaningful lower-primary mathematics learning when they are deliberately selected, carefully facilitated, and connected to clear conceptual goals. The study does not claim measurable achievement gains, but offers a contextual account of how manipulative-based instruction can be strengthened in resource-limited primary classrooms
LEVERAGING DIGITAL TECHNOLOGY TO ENHANCE COGNITIVE AND FUNCTIONAL SKILLS OF LEARNERS WITH INTELLECTUAL DISABILITY Udeme Samuel Jacob
Jurnal Tatsqif Vol. 23 No. 2 (2025)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v23i2.14101

Abstract

This research explores the application of digital technology in enhancing the cognitive and functional skills of learners with intellectual disabilities. As educational environments evolve, the integration of innovative technologies presents a unique opportunity to address the diverse needs of this population. Digital tools, such as interactive software, mobile applications, and virtual reality environments, offer tailored learning experiences that accommodate various learning styles and abilities. Using a systematic literature review study, the research highlights that these technologies can facilitate skill development in areas such as communication, problem-solving, and daily living activities. For instance, speech-generating applications can aid individuals in improving their verbal communication, while gamified learning platforms can engage learners in a dynamic and motivating manner. In addition, digital resources enable educators and caregivers to track progress and customise lesson plans, ensuring that each learner receives the support they require. Furthermore, the accessibility of technology is continually improving, making it easier for learners with intellectual disabilities to access these valuable tools.
CORRELATION ANALYSIS OF ORIGINAL SCHOOL MAJOR, ACADEMIC ACHIEVEMENT, MAJOR CHOICE IN SPAN, UNIVERSITY STUDY PROGRAM, AND CUMULATIVE ACHIEVEMENT INDEX OF HIGH-ACHIEVING STUDENTS IN THE SPAN PROGRAM AT UIN MATARAM Masnun; Fadli, Adi; Endrawati
Jurnal Tatsqif Vol. 23 No. 2 (2025)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v23i2.14982

Abstract

This study aims to analyze the relationship between the students' original school major, academic and non-academic achievements, choice of major through the National Academic Achievement Selection (SPAN) State Islamic Higher Education (PTKIN) pathway, the major pursued in higher education, and the Grade Point Average (GPA) of high-achieving students in the SPAN pathway at State Islamic University of Mataram (UIN Mataram). This study employs a quantitative correlational research design. The research location is at UIN Mataram with a sample size of 1,768 students accepted through the SPAN pathway. Data were collected through surveys and documentation of student academic records, including high school majors, academic/non-academic achievements, SPAN major choices, higher-education majors, and GPA. The research instruments were questionnaires and academic data documentation sheets sourced from official institutional archives. Data analysis techniques used Pearson Product-Moment correlation tests to determine the relationship between research variables. The results showed a positive and significant correlation between the major chosen in SPAN and the major taken at UIN Mataram, and a negative and significant correlation between the major at the university and the student's GPA. In addition, a significant negative correlation was found between the choice of major in SPAN and academic/non-academic achievement at the school of origin. Meanwhile, no significant relationships were found between the major in the school of origin and the major in college, the achievement in the school of origin, or GPA; likewise, no significant relationships were found between academic/non-academic achievement and GPA. The implications of this study indicate that students' academic success in higher education is not determined solely by their major and secondary education achievements, but is also influenced by the suitability of their major choice, program characteristics, and the learning context in higher education. These findings can inform the development of more comprehensive student selection policies and career guidance services that are aligned with students' interests and potential.

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