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Jurnal Tadris Matematika (JTMT)
Published by Universitas Islam Ahmad Dahlan
ISSN : 2745956X     EISSN : 27459551     DOI : https://doi.org/10.47435/jtmt.v4i02
Core Subject : Education,
Education Mathematics Other
The aim of this journal is to publish high quality research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 87 Documents
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Implementing Problem-Based Learning with Differentiated Learning Styles to Improve Higher-Order Thinking Skills Sofiana, Kharisma; Suryaningrum, Christine Wulandari; Fatqurhohman, Fatqurhohman
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4184

Abstract

This study aims to develop higher-order thinking skills (HOTS) in tenth-grade students by implementing the Problem-Based Learning (PBL) model combined with differentiated learning according to each student's learning style. Based on initial observations, most students are still at a low level of thinking, tend to rely on memorization, and experience difficulties in analyzing, evaluating, and formulating solutions. The PBL model was chosen because it is able to develop HOTS by presenting real-world problems at the beginning of the lesson as a motivational trigger and context for in-depth investigation. This approach is combined with diverse learning that meets the needs of visual, auditory, and kinesthetic learners. The study was conducted in several cycles, where in the first cycle the learning was designed according to PBL syntax and learning styles, complete with relevant media. Although student engagement increased, some students, especially those with auditory and kinesthetic learning styles, still experienced difficulties in working on HOTS problems. The final results showed significant improvements: 84% of students successfully completed HOTS problems based on analysis and logic, 89% were active in discussions, and more than 80% achieved the Minimum Completion Criteria (KKM). This study concludes that the combination of PBL and differentiated learning is effective in improving students' HOTS, self-confidence, and collaboration skills, making it worthy of being implemented in a more comprehensive manner.
The Impact of Using Interactive Digital Media on Students' Mathematical Reasoning Abilities in Derivative Material Dollo, Asdar; Ahmad, Henra; Rahman , Abdul; Ibrahim , Risfandi
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4185

Abstract

Mathematical reasoning ability is one of the essential competencies that need to be developed in 21st-century mathematics learning. However, the results of preliminary studies indicate that this ability is still in the moderate category, with the main weakness in the aspect of mathematical manipulation. This study aims to analyze the impact of the use of interactive digital media on improving students' mathematical reasoning abilities, as well as identifying the most affected indicators. The study used a pre-test - post-test design with a population of six sixth-semester students of the Mathematics Education Study Program, Universitas Muhammadiyah Pare-pare. The research instrument was a descriptive test designed to measure three indicators of mathematical reasoning, namely proposing conjectures, presenting mathematical statements, and performing mathematical manipulation. The results of the descriptive analysis showed an increase in the average score from 58.33 (medium category) in the pre-test to 80.09 (high category) in the post-test, with a normalized gain of 0.52 which is in the medium category. The decrease in the standard deviation from 7.86 to 5.67 indicates that student achievement became more homogeneous after the treatment. Analysis per indicator showed that the largest increase occurred in the indicator of proposing conjectures (27.78 points), followed by presenting mathematical statements (23.61 points), while the indicator of performing mathematical manipulation experienced the lowest increase (13.89 points). These findings confirm that interactive digital media is more effective in strengthening high-level mathematical reasoning skills based on visual and conceptual representations, while procedural skills still require additional manual practice support. Overall, this study concludes that the integration of interactive digital media has the potential to be an effective pedagogical strategy for improving students' mathematical reasoning abilities, while reducing individual variation in achievement. The practical implication of this study is the need for a balanced learning design, combining the use of interactive digital media and conventional practice strategies to comprehensively strengthen all aspects of mathematical reasoning
Mathematics Anxiety And Stress Coping Strategies Among Preservice Mathematics Teachers Ikrimah, Ikrimah; Juliadarma, Minggusta; Sitifatima Abubakar, Sitifatima Abubakar3; Kisman, Abida
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4189

Abstract

Although numerous studies have examined mathematics anxiety among preservice teachers, research focusing on its association with stress coping strategies remains limited. This study collected data on mathematics anxiety and stress coping from 211 preservice mathematics teachers to investigate whether differences in mathematics anxiety exist based on the coping strategies they employed. A quantitative approach with a cross-sectional design was applied. The instruments included the Revised Mathematics Anxiety Survey (R-MANX) to assess mathematics anxiety and a stress coping questionnaire based on Lazarus and Folkman’s theory, categorized into Problem-Focused Coping (PFC) and Emotion-Focused Coping (EFC). Data were analyzed using descriptive statistics, cross-tabulation, and the Kruskal–Wallis H test. The findings revealed that most preservice mathematics teachers experienced moderate levels of mathematics anxiety. The majority of respondents predominantly relied on Emotion-Focused Coping (EFC) to manage stress, and this tendency was consistent across all levels of anxiety—low, moderate, and high. Although descriptive results indicated differences in coping preferences, statistical analysis showed no significant differences in mathematics anxiety across coping strategy types. Therefore, it can be concluded that coping strategies did not emerge as significant differentiating factors for mathematics anxiety among preservice mathematics teachers in this study
Development Of Learning Based Teaching Materials On Quadratic Function Materials To Improve Students' Mathematical Representation Skills Luthfiani, Ulfa; Saragih, Sehatta; Suanto, Elfis
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4191

Abstract

This research aims to develop discovery learning-based teaching materials on quadratic functions to improve mathematical representation abilities of grade X students. The low mathematical representation ability of Indonesian students reflected in TIMSS 2015 results is the research background. Research and Development (R&D) methodology with a 4D model (Define, Design, Develop, Disseminate) was used to develop the learning product. Validation was conducted by three mathematics education experts, practicality testing through student response questionnaires, and effectiveness was measured using a Post-test Only Control Group design comparing experimental and control classes. The findings showed very high validity at 91.54%, practicality reached 79.31% in the practical category, and significant effectiveness demonstrated through average score increase from 73.27 to 83.20 (sig = 0.000 < 0.05). The Z proportion test yielded 1.8974 > 1.645, indicating more than 75% of students achieved the minimum mastery standard. This teaching material successfully facilitates mathematical representation skill development through structured discovery activities, although visual representation aspects need further optimization. The discovery learning approach effectively optimizes students' knowledge construction through meaningful learning experiences while overcoming conventional learning limitations in developing mathematical representation competencies
Comparative Study: Formative Assessment Based on Numeracy Literacy and Project Results in Social Statistics Lectures Ummah, Siti Khoiruli; Rosyadi, Alfiani Athma Putri; Azzahra, Aulia Firdaus; Iindarti, Iindarti; Abah, Joshua
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4197

Abstract

Formative assessments are important to determine learning success. There are many types of formative assessments, including numeracy literacy and project types. This research aimed to quantitatively analyze the differences in numeracy literacy-based formative assessments and project results during Social Statistics lectures. The research method used was descriptive with a quantitative approach. The research instrument used was the results of a formative assessment in the form of the Mid-Semester Examination.. Data analysis used descriptive statistical tests to present data and inferential statistics from the research sample, namely students of the 4th Semester 2023 Communication Science Study Program. Based on the results of descriptive statistics, the average results of the experimental class were higher than those of the control class. The results showed that the results of the formative assessment were normally distributed and homogeneous. The results of inferential statistical tests show that there is a significant difference between the test results in the experimental class and the control class. The next research recommendation is to design lectures using learning models that are relevant to numeracy literacy-based formative assessments
Exploration of the Implementation of Scaffolding Strategies to Enhance Students’ Understanding of Sequences and Series Munir, Muhammad; Ahmad, Ahmad; Dos Santos, Mariano; Rashid, Salman
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4204

Abstract

Mathematics learning is often perceived as difficult due to its abstract nature, particularly in the topic of arithmetic sequences and series. This study aims to explore the implementation of scaffolding strategies in teaching sequences and series and to examine their impact on students’ understanding. The research employed a qualitative approach with a case study design involving 22 eleventh-grade social science students from MA Hidatul Islamiyah Bagik Nyaka. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the application of scaffolding through guiding questions, visual representations, step-by-step exercises, and direct feedback effectively enhances students’ conceptual understanding of sequences and series. Students demonstrated improved systematic thinking as well as progress in identifying patterns, understanding formulas, and solving contextual problems. Therefore, scaffolding strategies are proven to be effective in helping students grasp abstract concepts in a more concrete manner. The study recommends that teachers consistently integrate scaffolding, particularly in mathematics learning that requires a high level of conceptual understanding
Implementation of Wordwall Interactive Media in The Digital Age to Improve Numeracy Skills in Students at SDN Mangaran 04 Prastzuba, Falestin Al-zakiyah; Fatqurhohman, Fatqurhohman; Imamah, Nurul
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4239

Abstract

This study aims to improve the numeracy skills of fifth-grade students at SDN Mangaran 04 through the application of Wordwall-based interactive learning media. The main problems faced are low numeracy skills among students, particularly in understanding the meaning of numbers in story problems, accuracy in basic arithmetic operations, and simple reasoning skills in determining solution strategies. This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model, which was carried out in two cycles. The research subjects consisted of 30 fifth-grade students. Data were collected through numeracy tests, observations, and interviews, then analyzed descriptively, quantitatively, and qualitatively. The results showed an increase in students' numeracy skills after the implementation of Wordwall, marked by an increase in the average numeracy score from 22 in the pre-cycle to 80 at the end of Cycle II, as well as an increase in learning completeness from 22% to 80%. This improvement occurred because Wordwall facilitated repetitive numeracy exercises, presented contextual questions through gamification, and provided immediate feedback that helped students correct their mistakes and strengthen their understanding of concepts. Thus, the use of Wordwall-based interactive learning media was found to contribute positively to the improvement of elementary school students' numeracy skills, especially in the context of schools in areas with limited learning facilities.

Page 9 of 9 | Total Record : 87

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