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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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Mengungkap karakteristik pemahaman konsep program linear siswa SMK berdasarkan gaya belajar Kolb Rahma Wahyu; Dewi Indah Maharini
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.2026.9.1.69-86

Abstract

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.
Kemampuan konversi representasi matematis: Studi pengaruh Problem-Based Learning pada materi trigonometri Afiq Dinis Muhammad; Mei Rina Hadi
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.2026.9.1.97-110

Abstract

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.
Pengembangan Media Papan Perkalian (PAPER) dalam Pembelajaran Matematika Mohammad Kholil; Khorinatus Sholihah
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.2025.8.2.233-246

Abstract

This study aimed to develop the Multiplication Board (PAPER) learning media for Mathematics, specifically multiplication material for second-grade students at MI Nurussalam Wonoasri Tempurejo Jember, and to determine its feasibility, practicality, and effectiveness. The study was motivated by students' low understanding of multiplication concepts, limited participation during the learning process, and the lack of instructional media used in mathematics learning. The research method employed was Research and Development (R&D) using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects included a material expert, a media expert, a learning expert, and students. Data were collected through observation, interviews, questionnaires, and tests. The data were analyzed using descriptive qualitative and quantitative techniques. The validation results from the material expert, media expert, and learning expert showed an average percentage of 94.6%, which was categorized as highly feasible. The practicality test result reached 87.25%, indicating a very practical category. Meanwhile, the effectiveness test using the N-Gain score obtained a result of 0.57, which falls into the moderate category. Therefore, the Multiplication Board (PAPER) learning media is considered feasible, practical, and sufficiently effective in improving students' understanding and learning outcomes in multiplication material.

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