JTMT: Journal Tadris Matematika

Developing a Local Culture-Based Microlearning Strategy to Improve University Students’ Conceptual Understanding and Problem-Solving Ability in Mathematics

2026-01-12T14:04:34+00:00

This study aims to develop a Local Culture-Based Microlearning Strategy to enhance university students’ conceptual understanding and problem-solving ability in mathematics. Although microlearning has been widely recognized as an effective digital learning innovation, there remains a research gap in contextualizing this approach within local cultural frameworks to improve mathematical understanding at the higher education level. Grounded in constructivist and contextual learning theories, this study adopts a Research and Development (R&D) method using Thiagarajan’s 4D model (Define, Design, Develop, and Disseminate). The study involved 40 first-semester students of the Primary School Teacher Education Program (PGSD) at STKIP Yapis Dompu. The developed microlearning videos integrated Dompu’s local cultural elements to connect abstract mathematical concepts with students’ lived experiences. Data were analyzed through expert validation, student response questionnaires, and pretest–posttest comparisons using Normalized Gain (N-Gain) statistics. The expert validation yielded a mean score of 90.13%, categorized as Highly Valid, while student responses averaged 98.5% (Very Positive). The N-Gain analysis showed an average score of 0.7, indicating a moderate improvement in conceptual understanding and problem-solving ability. Theoretically, the findings demonstrate that embedding local culture within microlearning not only strengthens conceptual comprehension through contextual learning but also enhances cognitive engagement in mathematics. This study contributes to digital pedagogy by providing empirical evidence that culturally contextualized microlearning serves as an effective and feasible strategy for mathematics education in higher education.

Exploring Local Culture as a Medium for Mathematics Learning in Elementary and Secondary Schools

2026-01-12T14:25:54+00:00

This study aims to explore and analyze several mathematical concepts contained in traditional games and traditional foods of the Bugis tribe in Bone Regency. This research is an exploratory-descriptive study with an ethnographic approach. The instrument used in this study is a human instrument, where the researcher is directly related to the research and acts as a data collector. Data collection techniques are carried out through observation, interviews, and documentation. Data analysis techniques use an interactive model, namely data reduction, data presentation, and conclusion drawing. The results of the study show that traditional games such as mabbelle, mangngasing, mabendi bendi, mappadekko, and Mappasajang, and traditional foods such as doko doko cangkuli, barongko, and Putri sallang contain mathematical concepts consisting of flat and solid shapes such as squares, rectangles, kites, circles, pyramids, primes, and cubes. These mathematical concepts have relevance to mathematical concepts at elementary and secondary school levels in geometry material. Therefore, traditional games and traditional foods are used as a medium for learning mathematics in schools, especially elementary and secondary schools, so that learning is more innovative and meaningful and as a source of evaluation in learning mathematics related to local culture in the area.

Digital Literacy and Digital Ethics of University Students in the Era of Artificial Intelligence: A Study at Universitas Islam Ahmad Dahlan Sinjai

2026-01-12T14:32:24+00:00

This study aims to describe the current state of digital literacy, digital ethics, and the utilization of Artificial Intelligence (AI) by students of Universitas Islam Ahmad Dahlan Sinjai. Amid the rapid development of AI technologies such as ChatGPT, Copilot, and similar tools, students are required not only to be proficient in accessing digital information but also to understand the ethical implications of using such technologies. This research employs a descriptive qualitative approach through in-depth interviews and observations involving 11 students from three faculties. The findings reveal that most students have utilized AI for academic tasks; however, their level of digital literacy varies, particularly in critical and ethical aspects. The study also found instances of digital ethical violations such as AI-based plagiarism and academic data manipulation. These findings emphasize the urgent need to strengthen digital literacy and ethics education within the university environment

Development Of Learning Based Teaching Materials On Quadratic Function Materials To Improve Students' Mathematical Representation Skills

2026-01-12T14:01:11+00:00

This research aims to develop discovery learning-based teaching materials on quadratic functions to improve mathematical representation abilities of grade X students. The low mathematical representation ability of Indonesian students reflected in TIMSS 2015 results is the research background. Research and Development (R&D) methodology with a 4D model (Define, Design, Develop, Disseminate) was used to develop the learning product. Validation was conducted by three mathematics education experts, practicality testing through student response questionnaires, and effectiveness was measured using a Post-test Only Control Group design comparing experimental and control classes. The findings showed very high validity at 91.54%, practicality reached 79.31% in the practical category, and significant effectiveness demonstrated through average score increase from 73.27 to 83.20 (sig = 0.000 < 0.05). The Z proportion test yielded 1.8974 > 1.645, indicating more than 75% of students achieved the minimum mastery standard. This teaching material successfully facilitates mathematical representation skill development through structured discovery activities, although visual representation aspects need further optimization. The discovery learning approach effectively optimizes students' knowledge construction through meaningful learning experiences while overcoming conventional learning limitations in developing mathematical representation competencies

The Impact of Using Interactive Digital Media on Students' Mathematical Reasoning Abilities in Derivative Material

2026-01-12T14:03:05+00:00

Mathematical reasoning ability is one of the essential competencies that need to be developed in 21st-century mathematics learning. However, the results of preliminary studies indicate that this ability is still in the moderate category, with the main weakness in the aspect of mathematical manipulation. This study aims to analyze the impact of the use of interactive digital media on improving students' mathematical reasoning abilities, as well as identifying the most affected indicators. The study used a pre-test - post-test design with a population of six sixth-semester students of the Mathematics Education Study Program, Universitas Muhammadiyah Pare-pare. The research instrument was a descriptive test designed to measure three indicators of mathematical reasoning, namely proposing conjectures, presenting mathematical statements, and performing mathematical manipulation.

The results of the descriptive analysis showed an increase in the average score from 58.33 (medium category) in the pre-test to 80.09 (high category) in the post-test, with a normalized gain of 0.52 which is in the medium category. The decrease in the standard deviation from 7.86 to 5.67 indicates that student achievement became more homogeneous after the treatment. Analysis per indicator showed that the largest increase occurred in the indicator of proposing conjectures (27.78 points), followed by presenting mathematical statements (23.61 points), while the indicator of performing mathematical manipulation experienced the lowest increase (13.89 points). These findings confirm that interactive digital media is more effective in strengthening high-level mathematical reasoning skills based on visual and conceptual representations, while procedural skills still require additional manual practice support.

Overall, this study concludes that the integration of interactive digital media has the potential to be an effective pedagogical strategy for improving students' mathematical reasoning abilities, while reducing individual variation in achievement. The practical implication of this study is the need for a balanced learning design, combining the use of interactive digital media and conventional practice strategies to comprehensively strengthen all aspects of mathematical reasoning

Mathematics Anxiety And Stress Coping Strategies Among Preservice Mathematics Teachers

2026-01-12T14:02:16+00:00

Although numerous studies have examined mathematics anxiety among preservice teachers, research focusing on its association with stress coping strategies remains limited. This study collected data on mathematics anxiety and stress coping from 211 preservice mathematics teachers to investigate whether differences in mathematics anxiety exist based on the coping strategies they employed. A quantitative approach with a cross-sectional design was applied. The instruments included the Revised Mathematics Anxiety Survey (R-MANX) to assess mathematics anxiety and a stress coping questionnaire based on Lazarus and Folkman’s theory, categorized into Problem-Focused Coping (PFC) and Emotion-Focused Coping (EFC). Data were analyzed using descriptive statistics, cross-tabulation, and the Kruskal–Wallis H test. The findings revealed that most preservice mathematics teachers experienced moderate levels of mathematics anxiety. The majority of respondents predominantly relied on Emotion-Focused Coping (EFC) to manage stress, and this tendency was consistent across all levels of anxiety—low, moderate, and high. Although descriptive results indicated differences in coping preferences, statistical analysis showed no significant differences in mathematics anxiety across coping strategy types. Therefore, it can be concluded that coping strategies did not emerge as significant differentiating factors for mathematics anxiety among preservice mathematics teachers in this study

Implementing Problem-Based Learning with Differentiated Learning Styles to Improve Higher-Order Thinking Skills

2026-01-12T14:03:53+00:00

This study aims to develop higher-order thinking skills (HOTS) in tenth-grade students by implementing the Problem-Based Learning (PBL) model combined with differentiated learning according to each student's learning style. Based on initial observations, most students are still at a low level of thinking, tend to rely on memorization, and experience difficulties in analyzing, evaluating, and formulating solutions. The PBL model was chosen because it is able to develop HOTS by presenting real-world problems at the beginning of the lesson as a motivational trigger and context for in-depth investigation. This approach is combined with diverse learning that meets the needs of visual, auditory, and kinesthetic learners. The study was conducted in several cycles, where in the first cycle the learning was designed according to PBL syntax and learning styles, complete with relevant media. Although student engagement increased, some students, especially those with auditory and kinesthetic learning styles, still experienced difficulties in working on HOTS problems. The final results showed significant improvements: 84% of students successfully completed HOTS problems based on analysis and logic, 89% were active in discussions, and more than 80% achieved the Minimum Completion Criteria (KKM). This study concludes that the combination of PBL and differentiated learning is effective in improving students' HOTS, self-confidence, and collaboration skills, making it worthy of being implemented in a more comprehensive manner.

Comparative Study: Formative Assessment Based on Numeracy Literacy and Project Results in Social Statistics Lectures

2026-01-12T14:00:41+00:00

Formative assessments are important to determine learning success. There are many types of formative assessments, including numeracy literacy and project types. This research aimed to quantitatively analyze the differences in numeracy literacy-based formative assessments and project results during Social Statistics lectures. The research method used was descriptive with a quantitative approach. The research instrument used was the results of a formative assessment in the form of the Mid-Semester Examination.. Data analysis used descriptive statistical tests to present data and inferential statistics from the research sample, namely students of the 4th Semester 2023 Communication Science Study Program. Based on the results of descriptive statistics, the average results of the experimental class were higher than those of the control class. The results showed that the results of the formative assessment were normally distributed and homogeneous. The results of inferential statistical tests show that there is a significant difference between the test results in the experimental class and the control class. The next research recommendation is to design lectures using learning models that are relevant to numeracy literacy-based formative assessments

Implementation of Wordwall Interactive Media in The Digital Age to Improve Numeracy Skills in Students at SDN Mangaran 04

2026-01-30T03:41:47+00:00

This study aims to improve the numeracy skills of fifth-grade students at SDN Mangaran 04 through the application of Wordwall-based interactive learning media. The main problems faced are low numeracy skills among students, particularly in understanding the meaning of numbers in story problems, accuracy in basic arithmetic operations, and simple reasoning skills in determining solution strategies. This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model, which was carried out in two cycles. The research subjects consisted of 30 fifth-grade students. Data were collected through numeracy tests, observations, and interviews, then analyzed descriptively, quantitatively, and qualitatively. The results showed an increase in students' numeracy skills after the implementation of Wordwall, marked by an increase in the average numeracy score from 22 in the pre-cycle to 80 at the end of Cycle II, as well as an increase in learning completeness from 22% to 80%. This improvement occurred because Wordwall facilitated repetitive numeracy exercises, presented contextual questions through gamification, and provided immediate feedback that helped students correct their mistakes and strengthen their understanding of concepts. Thus, the use of Wordwall-based interactive learning media was found to contribute positively to the improvement of elementary school students' numeracy skills, especially in the context of schools in areas with limited learning facilities.

Exploration of the Implementation of Scaffolding Strategies to Enhance Students’ Understanding of Sequences and Series

2026-01-12T13:59:56+00:00

Mathematics learning is often perceived as difficult due to its abstract nature, particularly in the topic of arithmetic sequences and series. This study aims to explore the implementation of scaffolding strategies in teaching sequences and series and to examine their impact on students’ understanding. The research employed a qualitative approach with a case study design involving 22 eleventh-grade social science students from MA Hidatul Islamiyah Bagik Nyaka. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the application of scaffolding through guiding questions, visual representations, step-by-step exercises, and direct feedback effectively enhances students’ conceptual understanding of sequences and series. Students demonstrated improved systematic thinking as well as progress in identifying patterns, understanding formulas, and solving contextual problems. Therefore, scaffolding strategies are proven to be effective in helping students grasp abstract concepts in a more concrete manner. The study recommends that teachers consistently integrate scaffolding, particularly in mathematics learning that requires a high level of conceptual understanding