Jurnal Tadris Matematika
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.
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<![CDATA[Kesalahan penyelesaian soal cerita pecahan pada siswa kelas IV SD: Analisis berdasarkan teori Newman dan gaya kognitif ]]>
<![CDATA[Balkis Abidah Amatullah]]>;
<![CDATA[Indriati Nurul Hidayah]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.1-16
<![CDATA[This study aimed to identify and analyze the types of errors made by fourth-grade elementary school students when solving mathematical word problems on fractions based on Newman’s Error Analysis theory, viewed from the perspective of cognitive style. This descriptive qualitative study involved 69 fourth-grade students from two elementary schools in Malang City, Indonesia. The research instruments consisted of: (1) the GEFT to identify students’ cognitive styles, (2) a validated fraction word problem test, and (3) an interview protocol based on Newman’s error indicators. Data were collected through four stages: (1) classifying students according to their cognitive styles, (2) administering the fraction word problem test, (3) analyzing students’ errors based on Newman’s Error Analysis theory, and (4) conducting in-depth interviews with seven FI students and seven FD students to confirm the types of errors they made. The data were analyzed using descriptive qualitative analysis to identify patterns of errors based on Newman’s error analysis indicators in relation to the students’ cognitive styles. The findings revealed that the most prevalent error was transformation error (31.41%), followed by comprehension error (24.15%). Most students exhibited a FD cognitive style (86.96%), whereas only 13.04% demonstrated a FI cognitive style. Differences in error patterns were observed between the two cognitive styles. FI students tended to make more transformation, process skill, and encoding errors, whereas FD students more frequently made reading and comprehension errors. These findings have important implications for mathematics instruction in elementary schools, particularly in developing instructional strategies that take students’ cognitive styles into account to reduce errors in solving mathematical word problems.]]>
<![CDATA[Penalaran spasial siswa dalam menyelesaikan soal dimensi tiga: Perspektif tipe kepribadian ]]>
<![CDATA[Salsabilla Reyhan Asysyafa]]>;
<![CDATA[Wahyu Henky Irawan]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.47-68
<![CDATA[Spatial reasoning is an essential ability in learning geometry, particularly in three-dimensional geometry. This ability encompasses visualization, mental rotation, and spatial orientation, which are required to solve three-dimensional geometric problems. Students' spatial reasoning strategies may differ due to the influence of their personality types. Therefore, this study aims to describe the spatial reasoning of eleventh-grade students at MAN 3 Kediri in solving three-dimensional geometry problems based on their personality types. This study employed a qualitative approach with a phenomenological design. The participants were selected purposively based on Carl Gustav Jung's personality type questionnaire and consisted of three extroverted students and three introverted students. Data were collected through written tests and interviews, then analyzed using the Miles and Huberman model. Technique triangulation was employed to ensure the trustworthiness of the data. The findings revealed that extroverted students were more proficient in collaborating, engaging in discussions, and utilizing visual aids to understand geometric transformations. However, they tended to be less accurate in calculations and less systematic in organizing their solution procedures. In contrast, introverted students tended to be more persistent, conducted in-depth independent analyses, and demonstrated well-structured problem-solving strategies. Nevertheless, they experienced difficulties in visualizing three-dimensional objects without the support of concrete illustrations. These findings indicate that personality type influences how students engage in spatial reasoning. Therefore, teachers are expected to adapt their instructional strategies, such as implementing interactive visual discussions for extroverted students and providing independent practice based on visual representations for introverted students, so that both groups can optimize their spatial reasoning abilities in mathematics learning.]]>
<![CDATA[FILAMATIKA: Media film animasi matematika berbasis nilai-nilai Islam pada materi aritmatika sosial kelas VII ]]>
<![CDATA[Sirli Nurul Hidayah]]>;
<![CDATA[Dwi Rahmawati]]>;
<![CDATA[Nurul Farida]]>;
<![CDATA[Rahmad Bustanul Anwar]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.123-140
<![CDATA[Seventh-grade students at SMP Muhammadiyah 1 Candipuro are experiencing difficulties in solving Social Arithmetic problems, as indicated by their Mathematics learning outcomes, which are below the Minimum Completeness Criteria (KKM). In addition, the learning process is not yet supported by innovative and engaging media. Various Mathematics media that have been developed generally still focus on cognitive aspects and have not yet integrated Islamic values, thus being less capable of enhancing learning motivation while also shaping the character of students. This research aims to develop FILAMATIKA (Film Animasi Matematika) media that meets valid and practical criteria. This research uses the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) limited to the Development stage. Data were collected thru validation questionnaires by subject matter experts, media experts, and Islamic values experts, as well as practicality questionnaires by students. The research results show a validity level of 82.48% from subject matter experts, 90.89% from media experts, and 92.50% from Islamic value experts, while the practicality level reaches 94.05%. These results indicate that FILAMATIKA is highly valid and practical as an additional Mathematics learning media. This research contributes to the development of learning media that integrates mathematical concepts with Islamic values as an innovative media alternative to support meaningful learning and character building for students.]]>
<![CDATA[E-LKPD bangun ruang sisi datar berbasis discovery learning dengan konteks budaya Kasongan ]]>
<![CDATA[Sasikirana Zahra Maheswari]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.87-96
<![CDATA[Mathematics teaching on the topic of flat-sided three-dimensional shapes is still dominated by the use of printed worksheets, which are not very interactive and do not optimally encourage students to discover concepts independently. Furthermore, the use of local culture as a context for mathematics learning remains limited. This study aims to develop an Electronic Student Worksheet (E-LKPD) for flat-sided shapes based on discovery learning with a Kasongan cultural context that meets the criteria of validity, practicality, and effectiveness This study uses the ADDIE development model. The research subjects comprised two mathematics education lecturers, one mathematics teacher, and 32 students in Class VIII-A at a school in Bantul. Data were collected through interviews, validation sheets, response questionnaires, and problem-solving ability tests, then analysed both qualitatively and quantitatively. The results of the study indicate that the E-LKPD developed meets the criteria of validity, practicality and effectiveness. The validity of the E-LKPD was demonstrated by an average validation score of 102.33, categorised as very good. Its practicality was demonstrated by an ideal percentage of 93.33% among teachers and 76.41% among students. Effectiveness was demonstrated by the results of the paired sample t-test, with a significance value of 0.000 < 0.05, indicating a significant difference between the pre-test and post-test scores. Consequently, the E-LKPD developed is suitable for use in mathematics teaching.]]>
<![CDATA[Hambatan kognitif peserta didik berkebutuhan khusus dalam menyelesaikan soal bilangan berpangkat ]]>
<![CDATA[Ulfa Masamah]]>;
<![CDATA[Urwah Al Wutsqo]]>;
<![CDATA[Oktavia Arifatul Maharani]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.141-150
<![CDATA[Students with special needs, particularly those with Autism Spectrum Disorder (ASD), possess distinct cognitive characteristics that can influence the processes of understanding and solving mathematical problems. However, there has been limited in-depth research regarding the cognitive obstacles faced by ASD students when solving math problems, specifically those involving exponents. Therefore, this article aims to describe the cognitive obstacles encountered by students with special needs when solving problems related to exponents. This study employed a qualitative case study approach conducted at SMA Muhammadiyah 1 Malang, involving two Grade XI students with ASD. Data were collected using a test on exponents and interview guidelines. Data validity was ensured through technique triangulation, and data analysis involved data reduction, data presentation, and conclusion drawing. The results revealed that subject SAM exhibited three types of cognitive obstacles. Regarding intuitive obstacles, SAM tended to rely on spontaneous guesses rather than following correct mathematical procedures. Obstacles in generalization were evident when SAM applied irrelevant procedures and failed to grasp the meaning of variable substitution within a function. Meanwhile, natural language obstacles were observed in SAM's errors in interpreting mathematical symbols. In contrast, subject STR demonstrated a single cognitive obstacle—specifically, an erroneous intuitive obstacle—manifested by a tendency to provide answers based on personal experience without performing the appropriate mathematical calculations.]]>
<![CDATA[Analisis kemampuan pemecahan masalah siswa SMP pada soal literasi matematika berdasarkan tahapan Polya ]]>
<![CDATA[Siti Nurfadillah]]>;
<![CDATA[Miftakhul Jannah]]>;
<![CDATA[Hendri Handoko]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.111-122
<![CDATA[Problem-solving ability is a crucial competency in mathematical literacy that equips students with logical and systematic thinking. However, in-depth studies examining problem-solving processes based on Polya's steps among students with different mathematical ability levels remain scarce. This study analyzes junior high school students' mathematical problem-solving abilities on mathematical literacy tasks using Polya's procedures, reviewed by mathematical ability categories. A descriptive qualitative approach involved six eighth-grade students from SMP Negeri 2 Palimanan, selected through purposive sampling and grouped into high, medium, and low abilities. Data were collected through essay tests, semi-structured interviews, and documentation, then analyzed using reduction, presentation, and conclusion drawing. Results revealed that high-ability students completed all Polya's steps comprehensively; medium-ability students understood problems and applied solutions but were less consistent in strategies and conclusions; low-ability students struggled to devise and implement plans, leading to incomplete solutions. These findings affirm that mathematical mastery significantly influences problem-solving, thus instruction should strengthen basic concepts and habituate systematic Polya steps.]]>
<![CDATA[Karakterisasi keterlibatan siswa dalam pembelajaran matematika: Analisis perilaku, kognitif, dan emosional ]]>
<![CDATA[Ishmatul Maula]]>;
<![CDATA[Hendry Putra]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.17-30
<![CDATA[Student engagement is a crucial factor in determining the quality of mathematics learning processes and outcomes. However, previous research generally examines the behavioral, cognitive, and emotional dimensions separately, thus failing to provide a complete picture of student engagement patterns during learning. This study offers a novel approach in characterizing student engagement by integrating these three dimensions into a comprehensive engagement typology. This study employed a qualitative, exploratory, descriptive approach, with three students from MTs. Labbaika Samarinda selected purposively based on high, medium, and low mathematical abilities. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles et al. The results indicate that differences in individual characteristics result in variations in student engagement in mathematics learning, which can be classified into three typologies: productive engagement, partial engagement, and counterproductive engagement. These three typologies represent different combinations of behavioral, cognitive, and emotional aspects of students during learning. These results contribute to enriching the study of student engagement and provide a conceptual framework that can serve as a reference for teachers in designing more adaptive mathematics learning strategies tailored to the characteristics of student engagement.]]>
<![CDATA[Penerapan SEDVIA terhadap efektivitas media game muatan lokal berburu ubur-ubur dalam pembelajaran matematika ]]>
<![CDATA[Rustanto Rahardi]]>;
<![CDATA[Aulia Ismi Aziz]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.31-46
<![CDATA[Mathematics is often perceived as a subject involving abstract formulas and is considered less enjoyable by some students, resulting in limited active participation during the learning process. Many teachers have attempted to engage students in mathematics learning activities through games. A game-based learning media design oriented toward local culture is expected to enhance computational skills, and its effectiveness needs to be examined. This article reports a study on the effectiveness of a local-content learning medium in the form of a non-digital game “jellyfish hunt”. The study was conducted with 25 ninth-grade students at a public junior high school in the suburban area of Malang Regency, Indonesia, using the topic of Exponential Numbers. The research focused solely on computational skills, and the analysis was carried out using the implementation of SEDVIA (Survey, Evaluation, Design, Validation, Implementation, Analysis). The analysis results showed that the average final score of the five teams was 75.4%, which falls into Category B (fairly effective), rather than Category A (effective). The effectiveness of games as pedagogical tools should be further investigated when they are used for teaching mathematical concepts.]]>
<![CDATA[Mengungkap karakteristik pemahaman konsep program linear siswa SMK berdasarkan gaya belajar Kolb ]]>
<![CDATA[Rahma Wahyu]]>;
<![CDATA[Dewi Indah Maharini]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.69-86
<![CDATA[This study was conducted to investigate the characteristics of vocational high school students' conceptual understanding of linear programming across Kolb's four learning styles: diverging, assimilating, converging, and accommodating. A descriptive qualitative approach was employed involving eight eleventh-grade students selected through purposive sampling, with two participants representing each learning style. Data were collected using the Kolb Learning Style Inventory, a conceptual understanding test on linear programming, and semi-structured interviews. The data were analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing, while the credibility of the findings was ensured through methodological triangulation. The results revealed that students with the assimilating learning style demonstrated the most comprehensive conceptual understanding by fulfilling nearly all conceptual understanding indicators, including explaining concepts, representing concepts mathematically, applying appropriate solution procedures, using concepts to solve problems, and interpreting the obtained results. Students with the diverging learning style excelled in identifying relevant information and constructing mathematical models but experienced difficulties in visual representation and determining the feasible region. Meanwhile, students with the converging and accommodating learning styles demonstrated strong procedural competence in obtaining optimal solutions; however, they remained limited in visual representation and interpreting solutions within the given problem context. These findings indicate that each of Kolb's learning styles is associated with distinctive characteristics of conceptual understanding. The findings provide empirical insights that can support mathematics teachers in designing more adaptive instructional strategies to accommodate students' diverse learning characteristics.]]>
<![CDATA[Kemampuan konversi representasi matematis: Studi pengaruh Problem-Based Learning pada materi trigonometri ]]>
<![CDATA[Afiq Dinis Muhammad]]>;
<![CDATA[Mei Rina Hadi]]>
<![CDATA[ Jurnal Tadris Matematika Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2026.9.1.97-110
<![CDATA[The low mathematical literacy of Indonesian students in PISA 2022 indicates a weakness in mathematical representation skills. Although cognitive theory highly emphasizes the importance of mathematical representation conversion activities, pedagogical approaches that practically facilitate these skills in the classroom are still minimal, especially in complex material like trigonometry. This study aims to determine the effect and its magnitude of applying the Problem-Based Learning (PBL) model on students' mathematical representation conversion skills in trigonometry. This quantitative quasi-experimental study used a Post-Test Only Control Group Design. Sampling used Cluster Random Sampling, establishing experimental and control classes at MAN Kota Mojokerto. Data were collected through a validated essay test instrument, then analyzed using the Independent Sample T-test and Cohen’s d test. The analysis showed a significance value of 0.013 < 0.05, proving a significant mean difference. The effect size test obtained a Cohen’s d value of 0.6426. In conclusion, applying the PBL model significantly affects students' representation conversion skills within a moderate category. Therefore, educators are recommended to implement contextual PBL to optimize these skills.]]>
