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Beni Asyhar
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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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INDONESIA
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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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.
Analisis kemampuan pemecahan masalah siswa SMP pada soal literasi matematika berdasarkan tahapan Polya Siti Nurfadillah; Miftakhul Jannah; Hendri Handoko
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.2026.9.1.111-122

Abstract

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.
Karakterisasi keterlibatan siswa dalam pembelajaran matematika: Analisis perilaku, kognitif, dan emosional Ishmatul Maula; Hendry Putra
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.2026.9.1.17-30

Abstract

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.
Penerapan SEDVIA terhadap efektivitas media game muatan lokal berburu ubur-ubur dalam pembelajaran matematika Rustanto Rahardi; Aulia Ismi Aziz
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.2026.9.1.31-46

Abstract

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.
Inovasi Asesmen Spatial Sense: Pengembangan Aplikasi Berbasis Web untuk Siswa Sekolah Dasar di Banjarmasin Juhairiah; Hidayah Ansori; Elli Kusumawati; M. Zainul Arifin; Erfina; Deswita Indah Purnamasari
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.2025.8.2.157-168

Abstract

This study aims to develop a web-based spatial sense assessment application for elementary school students in Banjarmasin that is valid and practical for use in mathematics instruction. This is a research and development (R&D) study that employs the 4D model, which includes the define, design, develop, and disseminate stages. The define stage was conducted to analyze teachers’ needs and students’ characteristics; the design stage to design the assessment instrument and application; the develop stage to conduct validation and pilot testing; and the disseminate stage to introduce the application to teachers. The developed instrument consists of 15 items covering three aspects of spatial sense: spatial perception, visualization, and mental rotation. Validation results by experts indicate that the instrument has a very high level of validity, with an average percentage of 93.52%. Results from small- and large-scale pilot tests show that the application is easy to use, engaging, and helps teachers conduct interactive assessments. Thus, the web-based spatial sense assessment application developed is deemed suitable for use as an alternative assessment tool in elementary school mathematics education.
Development of an Ethnomathematics-Based E-Comic Using the Cheng Hoo Mosque Context to Enhance Students’ Mathematical Literacy Anas Ma'ruf Annizar; Ahmad Bukhori
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.2025.8.2.169-188

Abstract

Mathematical literacy is an essential 21st-century competency that enables students to formulate, use, and interpret mathematical concepts in various real-life contexts. However, Indonesian students’ mathematical literacy remains relatively low, highlighting the need for innovative learning media to support its development effectively. This study aimed to develop and evaluate an ethnomathematics-based e-comic integrating the cultural context of the Cheng Hoo Mosque in Jember to enhance students’ mathematical literacy. This Research and Development (R&D) study employed the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The participants included expert validators, teachers, and eighth-grade students of Al-Falah Silo Junior High School, Jember, Indonesia. Data were collected through expert validation sheets, teacher and student response questionnaires, and mathematical literacy tests. The developed e-comic achieved material and media validation scores of 95.40% and 94.45%, respectively, indicating high validity. Student and teacher responses reached 95.21% and 91.67%, respectively, demonstrating high practicality. Furthermore, students’ mathematical literacy improved significantly, as indicated by the results of an independent-samples t-test (p < 0.001) and a high N-gain score of 0.72. These findings indicate that the ethnomathematics-based e-comic is a valid, practical, and effective learning medium for enhancing students’ mathematical literacy.
Eksplorasi Kesadaran Metakognitif Siswa Sekolah Dasar Berdasarkan Tingkat Kemampuan Pemecahan Masalah Anis Ulin Ni&#039;mah; Sofwan Hadi
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.2025.8.2.189-202

Abstract

This study aims to describe in depth the metacognitive activity profile of fifth-grade students at SDN 1 Nologaten Ponorogo in solving mathematical problems using the Polya model based on the categories of high, medium, and low problem-solving abilities. This study uses a qualitative approach with a descriptive type. The subjects of the study were 27 fifth-grade students of SDN 1 Nologaten Ponorogo, from which 3 representative subjects were selected from each category of problem-solving abilities. Data collection instruments were a Polya model mathematical problem-solving ability test and semi-structured interviews. Data analysis techniques used the Miles, Huberman, and Saldaña models which include data condensation, data presentation, and conclusion drawing. The results of the study indicate that: (1) Students in the high problem-solving category demonstrated highly mature and consistent metacognitive activity across all Polya stages; (2) Students in the medium category demonstrated dynamic metacognitive activity in the initial planning and monitoring aspects, but required external verbal stimulation to activate the final assessment or evaluation aspects; (3) Students in the low category had very limited metacognitive awareness and experienced cognitive control paralysis due to a lack of adequate prior knowledge. There is a strong correlation between metacognitive levels and successful mathematical problem-solving, thus necessitating the implementation of adaptive teaching strategies through a differentiated learning approach and reflective questioning techniques (metacognitive scaffolding).
From C3 to HOTS: Does Academic Achievement Relate to Pre-Service Mathematics Teachers’ Decision-Making Outcomes in Geometry Task Development? Suwarno Suwarno; Afifah Nur Aini
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.2025.8.2.203-212

Abstract

The ability to develop Higher Order Thinking Skills (HOTS) questions is an important competency that pre-service mathematics teachers must master. However, it is not yet known whether academic achievement reflected in the Grade Point Average (GPA) is related to this ability. This study aims to analyze the relationship between students’ GPA levels and their success in transforming C3-level geometry question into HOTS Problem at levels C4 (analyzing), C5 (evaluating), and C6 (creating) based on the Revised Bloom’s Taxonomy. This study used a quantitative approach with a correlational design involving 70 students who had taken courses related to mathematics evaluation and learning. GPA data were categorized into three levels (low, moderate, high) based on normative references using the mean and standard deviation, while success in developing HOTS questions was categorized nominally (success/unsuccessful). Data analysis used the chi-square test with the Monte Carlo method. The results showed that there was no significant relationship between GPA categories and success in developing HOTS questions at all cognitive levels (C4: p = 0.647; C5: p = 1.000; C6: p = 1.000).
Profil Strategi Pemecahan Masalah pada Soal Cerita Barisan Aritmetika: Analisis Tahapan Polya Ditinjau dari Kecenderungan Dominasi Otak Nuriska Nuriska; Yulia Yulia; Nursupiamin Nursupiamin
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.2025.8.2.213-232

Abstract

This study aims to describe variations in students’ problem-solving strategies for arithmetic sequence word problems using Polya’s stages and examined in relation to brain-dominance tendencies. A qualitative descriptive approach was employed. From 94 eleventh-grade science students at MAN 1 Palu, four participants representing different brain-dominance tendency scores were purposively selected: LBD 1, LBD 2, RBD 1, and RBD 2. Data were collected through an identification test, one problem-solving task, and semi-structured interviews, and were analyzed using Polya’s four-stage framework. The results showed that LBD 1 and RBD 1 completed all four stages through different strategies. LBD 1 used a formal-symbolic strategy, whereas RBD 1 used a nonformal-enumerative strategy. LBD 2 was able to determine the common difference arithmetically but did not complete the problem and did not check or verify the solution. RBD 2 understood part of the information but used operations that did not represent the structure of the sequence. The findings indicate variations in strategies within the same category and similar levels of success across different categories. The quality of the solutions appeared to be more closely related to conceptual understanding, strategy appropriateness, and verification activities than to brain-dominance labels alone.
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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