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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 163 Documents
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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.
Penalaran spasial siswa dalam menyelesaikan soal dimensi tiga: Perspektif tipe kepribadian Salsabilla Reyhan Asysyafa; Wahyu Henky Irawan
Jurnal Tadris Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2026.9.1.47-68

Abstract

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.
FILAMATIKA: Media film animasi matematika berbasis nilai-nilai Islam pada materi aritmatika sosial kelas VII Sirli Nurul Hidayah; Dwi Rahmawati; Nurul Farida; Rahmad Bustanul Anwar
Jurnal Tadris Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2026.9.1.123-140

Abstract

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.
Transformasi Pembelajaran Matematis: Pengaruh TGT dan Game Edukasi Baamboozle terhadap Kemampuan Pemecahan Masalah Siswa Fitri Umardiyah; Baita Fitrianah
Jurnal Tadris Matematika Vol. 8 No. 2 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.2.147-156

Abstract

This study aims to determine the effect of the TGT learning model assisted by the Baamboozle educational game on students' mathematical problem-solving abilities. This type of research is a pre-experimental study with a one-group pretest-posttest design involving 31 students of class VIIIC MTs Al-Ihsan Kalikejambon Tembelang Jombang. Data were collected through tests and observations, then analyzed using the Shapiro-Wilk normality test and the Paired Sample t-test with the help of IBM SPSS Statistics. The results showed that the data were normally distributed (pretest sig. 0.082; posttest sig. 0.171 > 0.05) and there was a significant difference between the pretest and posttest scores with a significance value of 0.000 < 0.05. From the results of the study using the Team Games Tournament (TGT) learning model, the highest score was 95 and the lowest score was 70. There was also a significant increase in the average before and after treatment with an average value of 54.23 in the pretest to 83.16 in the posttest. Thus, the results of this study indicate that the use of the TGT learning model assisted by the Baamboozle educational game can improve students' ability to solve mathematical problems on the Pythagorean theorem material at class of VIIIC MTs Al-Ihsan.
E-LKPD bangun ruang sisi datar berbasis discovery learning dengan konteks budaya Kasongan Sasikirana Zahra Maheswari; Ibrahim Ibrahim
Jurnal Tadris Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2026.9.1.87-96

Abstract

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.
Hambatan kognitif peserta didik berkebutuhan khusus dalam menyelesaikan soal bilangan berpangkat Ulfa Masamah; Urwah Al Wutsqo; Oktavia Arifatul Maharani
Jurnal Tadris Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2026.9.1.141-150

Abstract

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.

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