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Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung Jl. Mayor Sujadi Timur No. 46 Tulungagung, Jawa Timur, Indonesia
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Jurnal Tadris Matematika
Published by Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
ISSN : 26213990     EISSN : 26214008     DOI : https://dx.doi.org/10.21274
Core Subject : Education,
Education Mathematics
Jurnal Tadris Matematika is a scientific publication in mathematics education and learning including: (1) mathematical thinking process, (2) mathematics models, media, and teaching materials development, (3) pedagogical content knowledge, (4) mathematics theoretical study and learning practice, (5) mathematics learning evaluation, and (6) the integration of mathematics and Islamic value. The accepted manuscripts are the papers written as study or research results that previously have never been published.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
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Search results for , issue "vol. 8 no. 1 (2025)" : 10 Documents clear
Pengembangan Media Pembelajaran Matematika dengan Menggunakan Pop-up Book Jaring-jaring Bangun Ruang Putri Akika Jeni Repa; Ghina Kamalia; Desi Pujianti; Hidaya Anggraini; Elsa Susanti; Meryansumayeka Meryansumayeka; Zulkardi Zulkardi
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.1-16

Abstract

Geometry materials require visual ability to understand abstract objects, while students in elementary school are still in the concrete operational stage, so they need to understand concepts on real objects. The abstractness of geometry at the elementary school level can be overcome by using pop-up book media. The main objective of this research is to develop mathematics learning media by using pop-up book nets of building spaces. The ADDIE development model was used in this study. Based on the validity test conducted by material experts and media experts, this media falls into the valid category. To see the effectiveness of the props obtained from the results of observations and interviews. Meanwhile, the practicality aspect is seen by evaluating the practicality by teachers and students. According to this assessment, the teacher assigned a score of 54 to the practicality value, while students averaged 60. Both scores obtained are in the practical category. Therefore, the learning media learning pop-up book nets of spaces developed is valid, effective, and practical. Teachers can use this teaching aid as an alternative to encourage engaging learning and improve student understanding, especially in elementary school geometry.
Analysis of the Application of the M-Apos Learning Model to the Improvement of Prospective Teachers’ Computational Thinking Skills Dwi Maulida Sari; Suhendra Suhendra; Elah Nurlaelah; Al Jupri; Agung Wicaksono; Dwi Warli; Raisatunnisa Raisatunnisa; Muhamad Zulfikar Mansyur
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.17-28

Abstract

This study aims to analyze the effectiveness of the M-APOS learning model (a modification of Action, Process, Object, and Schema) in improving the computational thinking skills of prospective mathematics teachers. The study employed a mixed-methods approach with an explanatory sequential design that combines quantitative and qualitative data. The research subjects consisted of 44 third-semester students divided into an experimental group (n = 22) and a control group (n = 22). The research instruments included an essay-based computational thinking test, learning activity observation sheets, and interview guidelines. Quantitative data were analyzed using a t-test and Cohen’s d effect size calculation, while qualitative data were analyzed thematically to strengthen the quantitative findings. The results indicate that the M-APOS model significantly improves students’ computational thinking skills, as shown by a Cohen’s d value of 1.57, which represents a very large effect. In addition, observation results show a consistent increase in students’ learning activities, particularly in the indicators of decomposition, pattern recognition, abstraction, and algorithmic thinking. High levels of learning activity support concept internalization through the Action–Process–Object–Schema stages. These findings confirm that the M-APOS model has a substantial impact on students’ computational thinking skills.
Pengaruh Model Pembelajaran Role-playing dengan Permainan Tradisional Pasaran terhadap Kemampuan Pemahaman Konsep Matematis Siswa Tunagrahita Ringan pada Materi Aritmatika Sosial Nur Fachrifky; Fadhilah Rahmawati; Arifta Nurjanah
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.29-46

Abstract

One of the prerequisites that students must meet in learning is the ability to understand mathematical concepts. The average score of mild mental retardation students on the initial test was only 44.04, which is considered low. This is because mild mental retardation students have poor memory, limited cognitive abilities, and the learning model used is not suitable for their characteristics. Therefore, this research is important to find alternative learning models that are more suitable for the characteristics of mild mental retardation students, through a role-playing model with traditional market games that provide concrete and enjoyable learning experiences. The purpose of this study is to examine the classical mastery of mathematical concept understanding of mild mental retardation students and to compare the effectiveness between the role-playing model with traditional market games and the direct learning model. This study used a quantitative method with a post-test only control design and a quasi-experimental approach, involving students from SMPLB in Magelang City. The results of the study indicate that the mathematical concept comprehension abilities of mild mental retardation students taught using the direct learning model have not yet reached classical mastery, while mild mental retardation students taught using the role-playing learning model with traditional market games have achieved classical mastery. Furthermore, the role-playing learning model with traditional market games is more effective in improving the mathematical concept comprehension of mild mental retardation students compared to the direct learning model.
Persepsi Siswa terhadap Penggunaan Media Manipulatif Papan M3 (Mean, Median, Modus) dalam Pembelajaran Matematika di Kelas X Muhammad Ferdian Syah
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.47-56

Abstract

Students’ understanding of statistical concepts, particularly measures of central tendency (mean, median, and mode), remains relatively low due to abstract instructional approaches. This study aims to examine students’ perceptions of the use of the M3 Board (Mean, Median, Mode) as a manipulative learning medium and to analyze its contribution to facilitating conceptual understanding in statistics learning for Grade 10 mathematics. This research employed a descriptive qualitative approach and was conducted on May 6, 2025, at MAN 3 Jombang, involving 46 students from class X-6 who had participated in learning activities using the M3 Board. Data were collected through semi-structured interviews with four students selected using purposive sampling. Data analysis was carried out through data reduction, data display, and conclusion drawing, while data validity was ensured through technique triangulation. The results indicate that students had positive perceptions of the M3 Board, which was considered easy to use, visually engaging, and effective in helping students understand the concepts of mean, median, and mode more concretely. The medium was also perceived to enhance students’ conceptual understanding, imagination, and active participation in learning. However, this study was limited to one class and qualitative interview data; therefore, further research is recommended to examine the effectiveness of the M3 Board quantitatively and to apply it at other educational levels or in different subject areas.
Pengembangan Video Animasi “BELAMATIKA” Berbantuan Aplikasi Canva untuk Meningkatkan Kemampuan Penalaran Matematis Siswa Dewi Noor Kholifah; Megita Dwi Pamungkas; Paskalia Pradanti
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.57-74

Abstract

Middle school students, specifically students in grade 8 at Ihsanul Fikri Junior High School, continue to have comparatively low reasoning thinking skills. This is a result of students' unfamiliarity with problems involving mathematical thinking abilities. Additionally, teachers have not used media innovation as a learning aid in the classroom. This study aims to determine the level of validity, practicality, and effectiveness of the animated video media “Belamatika” to improve the mathematical reasoning ability of junior high school students on the material of linear equations. This study uses the 4D development model from Thiagarajan with data collection techniques in the form of questionnaires, interviews, initial tests, and observations. The results of the study stated that the animated video “Belamatika” assisted by the Canva application meets the valid aspect with a percentage of 83.48% included in the very valid category. Based on the results of the practicality analysis, a percentage of 91.30% was obtained with a very practical category. The effectiveness analysis obtained an N-Gain score of 0.350 with a moderate category. This information shows that the animated video “Belamatika” assisted by the Canva application meets the requirements of being valid, practical, and effective for use in mathematics learning in the classroom. The media developed has also been empirically tested that the animated video “Belamatika” is able to improve students' mathematical reasoning abilities.
Penerapan Teori Respon Butir dalam Pengembangan Instrumen Literasi Matematis Elemen Bilangan Kelas X Endah Susilowati; Sintha Sih Dewanti
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.75-92

Abstract

The urgency of mathematical literacy measurement tools for number elements is crucial for designing appropriate learning, but the available instruments are not yet standardized. This study aims to develop a mathematical literacy test instrument for number elements for 10th grade students, analyzed using the PCM item response theory model. The research used the Research and Development (R&D) method with test development procedures: overall plan, content definition, test specifications, item development, test design and assembly, test production, test administration, scoring test responses, cut scores, and test score reports. All items were content-valid with Aiken value >0.80. The eight items were construct-valid with SLF ≥0.45 and construct-reliable with CR of 0.75. The items difficulty is in the good category with b value in the interval -2<b<2. There were 2 items with ideal ICC plots and six items with non-ideal ICC plots. The information function shows that the test instrument provides the best and most accurate information for respondents with abilities slightly above average. Item fit analysis shows that there are seven fit items and one unfit item. Person fit analysis shows that 82 of the 195 respondents were detected as not fitting or deviating from the response pattern.
Rethinking the Relationship: Analyzing the Lack of Association Between Number Sense and Metacognitive Awareness in Madrasah Ibtidaiyah Students Mahfudz Reza Fahlevi
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.93-106

Abstract

This study aims to re-examine the relationship between metacognitive awareness and students’ number sense in Madrasah Ibtidaiyah (MI) on Bangka Island, Indonesia. Although previous studies in general education contexts have shown that higher metacognitive awareness supports stronger number sense, empirical evidence in Islamic elementary schools remains limited, particularly where mathematics instruction tends to emphasize procedural rather than reflective learning. Addressing this gap provides insights into how MI pedagogical characteristics influence students’ cognitive and metacognitive engagement in numeracy. This study employed a quantitative approach with a descriptive correlational design. Data were collected from 256 fifth-grade MI students using a number sense test and a teacher-reported metacognitive awareness questionnaire. The results showed that students’ number sense performance was generally low. Statistical analysis indicated no significant relationship between metacognitive awareness and number sense achievement (p = 0.459, R² = 0.002), suggesting that metacognitive awareness may not directly contribute to number sense development in the MI context. This finding implies that students’ metacognitive processes are not optimally activated during mathematics learning due to instructional practices that limit self-monitoring and strategic thinking. Therefore, mathematics instruction in madrasah settings should integrate explicit metacognitive strategy training, such as planning, self-questioning, and reflection, to strengthen both metacognitive awareness and number sense.
Pengembangan Lembar Kerja Peserta Didik Berbasis Ethno-RME Batik Turonggo Yakso untuk Memfasilitasi Kemampuan Berpikir Geometri di Kelas Inklusi Avida Faustina Harithiya; Ulfa Masamah
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.107-118

Abstract

Students often experience difficulties in learning geometry due to underdeveloped geometric thinking skills, particularly in understanding the properties of geometric figures and spatial relationships. This challenge is more pronounced in inclusive classrooms, especially for slow-learner students who require more structured and contextual learning support. Therefore, teaching materials that effectively facilitate the development of geometric thinking skills are needed. This study aims to develop an ethno–Realistic Mathematics Education (ethno-RME)–based student worksheet (LKPD) incorporating Turonggo Yakso batik in the topic of geometric transformations that is valid and practical for facilitating students’ geometric thinking skills in inclusive classrooms. This study employed a Research and Development (R&D) approach using the ADDIE development model. The research subjects were students in an inclusive class at MTs Ma’arif NU Malang City, including slow-learner students. A one-group pre-test–post-test design was used. Data were collected through observation, interviews, and questionnaires and analyzed using descriptive quantitative and qualitative methods. The results indicate that the developed LKPD is highly valid, with an average validity score of 87.83%, and highly practical, with an average practicality score of 91.44%. Furthermore, the LKPD effectively facilitated students’ geometric thinking skills, as indicated by an N-Gain score of 0.65, categorized as moderate.
Pengembangan Lembar Kerja Peserta Didik dengan Pendekatan Etnomatematika pada Pola Dasar Kebaya Kartini Norma Dharma Yanti; Farid Imroatus Sholihah
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.131-146

Abstract

This This research was conducted in response to the waves of globalization that have the potential to weaken the existence of local culture and reduce the interest of younger generations in efforts to preserve it. In the context of education, this situation is reflected in students' low interest in cultural values. The integration of cultural aspects into mathematics learning can be designed in such a way that the material taught is relevant to students' experiences and real-life situations, meaningful, and closely related to the daily lives of students. In line with this, this study designed a LKPD based on ethnomathematics exploration that utilizes the basic pattern of the Kartini kebaya as a learning tool for the topic of geometric transformations. The purpose of this development is to connect abstract mathematical concepts with the daily experiences of students so that learning is easier to understand. Another goal is to strengthen appreciation for Indonesian culture. The research objectives include identifying ethnomathematical concepts in Kartini kebaya patterns, explaining the process of developing the LKPD, and testing the validity and effectiveness of the product. The method used in this research is Research and Development based on the ADDIE model, with the research participants being ninth-grade students at SMPN 1 Sumbergempol Tulungagung. Data collection was carried out through observation, interviews, documentation, and questionnaires. The research findings demonstrate that the developed LKPD meets the validity criteria and is feasible for implementation in the learning process.
Pembelajaran Berdiferensiasi dan Pemahaman Konsep Bilangan Bulat: Studi Pengaruh pada Siswa Kelas VII SMP Negeri 1 Ngantru Tulungagung Beni Asyhar; Mei Priska Ningtyas
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.119-130

Abstract

Mathematics instruction in schools generally employs a uniform approach that does not fully accommodate students’ diverse abilities, needs, and learning characteristics. This condition may lead to low conceptual understanding, particularly in integer topics as a fundamental area in mathematics learning. Although differentiated instruction is considered a potential solution, empirical evidence on its effectiveness in improving junior high school students’ understanding of integers remains limited. Therefore, this study aims to examine the effect of differentiated instruction on students’ understanding of integers in Grade VII at SMP Negeri 1 Ngantru Tulungagung. A quantitative approach was employed using a quasi-experimental design with a Post-Test-Only Control Group Design. The research sample consisted of Class VII-J as the experimental group, which received differentiated instruction integrated with Problem-Based Learning, and Class VII-F as the control group, which received conventional instruction based on Problem-Based Learning. The results showed that the experimental group achieved a higher mean score 81.4 than the control group 64.4. The Independent Samples t-test yielded a significance value of 0.000 < 0.05, indicating that differentiated instruction had a statistically significant effect on students’ understanding of integers. Furthermore, Cohen’s d effect size of 1.3544 indicated a very large effect. These findings provide empirical evidence that differentiated instruction is an effective strategy for improving students’ conceptual understanding of integers. The results also highlight its potential as a more adaptive approach to mathematics instruction that accommodates students’ diverse learning needs.

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