Beta: Jurnal Tadris Matematika

Students’ conceptual difficulties in learning curved-surface solids: The needs for RME-based interactive e-module

Yoga Tegar Santosa — 2026-05-01

[English]: This study aims to identify students’ difficulties in learning curved-surface solids, analyze the key aspects of their conceptual understanding, and explore their needs regarding content and digital features for an RME-based e-module. A mixed-method approach with a sequential explanatory design was employed. The participants consisted of 94 ninth-grade students from a private junior high school in Surakarta, Indonesia. Data were collected using a questionnaire as well as in-depth interviews. Quantitative data were analyzed descriptively, while qualitative data were processed through reduction, display, and conclusion drawing. The findings reveal that students continue to struggle with visualizing three-dimensional shapes, understanding the structure and use of formulas for volume and surface area, and identifying components of curved-surface solids. Their conceptual understanding falls within the “moderate” category, with noticeable uncertainty in explaining, connecting, and applying concepts. Moreover, students require content that offers deeper conceptual explanations, step-by-step procedural examples, and contextualized exercises, highlighting the need for integrating the RME approach into the e-module. They also expect digital features such as 3D visualizations, tutorial videos, interactive object manipulation, and automated assessments.

[Bahasa]: Penelitian ini bertujuan untuk mengidentifikasi kesulitan belajar dan menganalisis pemahaman konsep siswa pada materi bangun ruang sisi lengkung, serta mengeksplorasi kebutuhan mereka terhadap konten dan fitur e-module sebagai landasan pengembangan e-module berbasis realistic mathematics education (RME). Penelitian ini menggunakan pendekatan mixed-method dengan desain sequential explanatory. Partisipan terdiri atas 94 siswa kelas IX dari salah satu SMP swasta di Kota Surakarta, Indonesia. Data diperoleh melalui angket dan wawancara mendalam. Analisis data kuantitatif dilakukan secara deskriptif, sedangkan data kualitatif dianalisis melalui proses reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam memvisualisasikan bentuk tiga dimensi, memahami struktur dan penerapan rumus volume serta luas permukaan, serta mengidentifikasi komponen bangun ruang sisi lengkung. Pemahaman konsep siswa berada pada kategori cukup dengan kecenderungan ketidakpastian dalam menjelaskan, menghubungkan, dan menerapkan konsep. Selain itu, siswa membutuhkan konten berupa penjelasan konseptual yang mendalam, contoh prosedural bertahap, dan latihan kontekstual yang menunjukkan perlunya integrasi pendekatan RME pada e-module. Siswa juga mengharapkan fitur digital seperti visualisasi 3D, video tutorial, manipulasi objek interaktif, dan asesmen otomatis.

The role of visual representation in primary student’s ability to solve fraction word problems

Davina Aurelia — 2026-05-01

[English]: Difficulties in solving fraction word problems remain a persistent challenge in elementary mathematics education, as students struggle to translate written situations into appropriate mathematical representations and corresponding operations, or vice versa. This study explores how visual representation contributes to primary students’ ability to solve fraction word problems. Despite fractions being fundamental for mathematics advancement, students struggle with translating written problems into mathematical operations. Through a systematic literature review following the PRISMA framework, 28 peer-reviewed articles that were published between 2015 and 2025 were analyzed from Semantic Scholar, ERIC, and Scopus databases using the SPIDER tools for keyword selection. The findings reveal that area models were most frequently used, followed by number lines, bar models, and set models. Furthermore, the findings suggest that visual representations are associated with improved performance in solving fraction word problems and may support students’ conceptual understanding of fractions by organizing information and providing concrete illustrations of abstract concepts.

[Bahasa]: Kesulitan dalam menyelesaikan soal cerita pecahan masih menjadi tantangan yang persisten dalam pendidikan matematika tingkat dasar, karena siswa mengalami kesulitan dalam menerjemahkan situasi soal tertulis menjadi representasi matematis yang tepat dan operasi yang sesuai atau sebaliknya. Penelitian ini mengkaji dampak representasi visual terhadap kemampuan siswa sekolah dasar dalam menyelesaikan soal cerita pecahan. Meskipun pecahan merupakan konsep dasar dalam perkembangan matematika, siswa sering kesulitan dalam menerjemahkan soal tertulis menjadi operasi matematika. Melalui tinjauan literatur sistematis berdasarkan kerangka kerja PRISMA, 28 artikel yang diterbitkan antara tahun 2015 dan 2025 dari database Semantic Scholar, ERIC, dan Scopus menggunakan alat SPIDER untuk pemilihan kata kunci. Temuan menunjukkan bahwa model area paling sering digunakan, diikuti oleh garis bilangan, model batang, dan model himpunan; selain itu, temuan tersebut juga mengindikasikan bahwa representasi visual berkaitan dengan peningkatan kemampuan dalam memecahkan soal cerita pecahan dan dapat mendukung pemahaman konseptual siswa tentang pecahan dengan cara mengorganisasikan informasi serta memberikan ilustrasi konkret atas konsep-konsep abstrak.

Assessing the problem-solving test items and self-efficacy questionnaire in statistics education

Imam Nursahid — 2026-05-30

[English]: The study aims to analyze the quality of problem-solving test items and a self-efficacy questionnaire using the AnBuso. The problem-solving test items were developed to measure the students’ cognitive abilities ranging from understanding (C2) to evaluating (C5) in statistical topics. This study employed a quantitative descriptive approach focusing on eight-grade students at a public school SMP Negeri 1 Mlati with a sample consisted of 32 students. The analysis was proceeded in terms of test item characteristics, including discriminative power, difficulty level, expert validity, and item reliability. The findings indicated that 53.33% of the items had good discriminative function, 20% had fairly good function, and 26.67% had poor function. A total of 33.33% of the items were classified as easy, 66.67% as moderate, and none as difficult. The validity was 0.90 (highly valid), and the reliability of multiple-choice items was 0.51 (moderate), while open-ended items reached 0.72 (high). Meanwhile, the self-efficacy questionnaire had a validity of 0.89 (highly valid) and a reliability of 0.83 (very high). Overall, the test instruments and questionnaire showed high validity and adequate reliability. It is hoped that the research finding can serve as a reference for educators and curriculum developers in designing better evaluation tools so that the learning objectives can be optimally achieved.

[Bahasa]: Penelitian ini bertujuan menganalisis kualitas butir soal kemampuan pemecahan masalah dan angket self-efficacy berbantuan aplikasi AnBuso. Soal kemampuan pemecahan masalah dikembangkan untuk mengukur kemampuan kognitif siswa pada level memahami (C2) hingga mengevaluasi (C5) pada materi statistika. Metode penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan fokus utama pada siswa kelas VIII di SMP Negeri 1 Mlati dengan sampel sebanyak 32 orang siswa. Proses analisis dilakukan dari segi karakteristik soal yaitu daya pembeda, tingkat kesulitan kemudian validitas ahli, dan reliabilitas soal. Temuan penelitian menunjukkan bahwa instrumen pemecahan masalah memiliki daya pembeda yaitu 53.33% soal memiliki fungsi pembeda yang baik, 20% cukup baik, dan 26.67% tidak baik. Sebanyak 33.33% soal tergolong mudah, 66.67% sedang, dan tidak ada soal yang tergolong sulit. Kevalidan sebesar 0.90 (sangat valid) dan reliabilitas soal pilihan ganda sebesar 0.51 (sedang), soal uraian 0.72 (tinggi). Sementara angket self-efficacy memiliki kevalidan sebesar 0.89 (sangat valid) dan reliabilitas sebesar 0.83 (sangat tinggi). Secara keseluruhan, instrumen tes dan angket yang dikembangkan menunjukkan tingkat kevalidan yang tinggi serta reliabilitas yang memadai. Hasil analisis ini diharapkan dapat menjadi acuan bagi pendidik dan pengembang kurikulum dalam menyusun alat evaluasi yang lebih baik, sehingga tujuan pembelajaran dapat tercapai secara optimal.