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All Journal Union: Jurnal Ilmiah Pendidikan Matematika
Dadan Rahmat
Universiti Utara Malaysia
Education Mathematics

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Identifying learning pace in mathematics classrooms: What teachers can see—and what they miss without information support Pujia Siti Balkist; Farhan Hamdallah; Krida Singgih Kuncoro; Rizky Dwi Siswanto; Dadan Rahmat
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.21915

Abstract

Identifying students’ learning pace is a central task for teachers in inclusive mathematics classrooms, yet such identification is often based on observable performance indicators such as task completion speed and correctness of answers. This study investigates the extent to which teachers’ judgments of students’ learning pace align with students’ number sense profiles, and examines which aspects of number sense remain invisible without information support. Using a descriptive–comparative design situated in the analysis phase of design research, the study involved an inclusive lower secondary mathematics classroom. Teachers classified students as slow, moderate, or fast learners based on regular classroom observations, while students completed a validated number sense assessment focusing on estimation, numerical magnitude understanding, strategy flexibility, and evaluation of reasonableness. The results reveal partial alignment between teachers’ judgments and students’ number sense, with systematic misalignments among students categorized as fast and slow learners. Some fast learners demonstrated procedural fluency without adequate evaluation of reasonableness, while some slow learners exhibited emerging number sense that was not reflected in teachers’ judgments. The findings highlight the need for information support to make latent cognitive indicators visible and support more equitable learning pace identification. By reframing learning pace as a cognitively informed construct rather than a purely performance-based label, this study contributes empirical grounding for the design of information-supported systems that augment teacher judgment and promote inclusive assessment practices in mathematics education.
Development of context-based interactive PowerPoint media to enhance junior high school students’ mathematical problem-solving skills Seli Razna Helia; Ana Setiani; Pujia Siti Balkist; Dadan Rahmat
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.23025

Abstract

This study aimed to develop context-based interactive PowerPoint media and to evaluate its validity, practicality, and the outcomes of its implementation for junior high school students’ mathematical problem-solving skills. The study employed the Research and Development (R&D) method, adapting the ADDIE development model. The product was evaluated through implementation with a single group using a one-group pretest–posttest design without a control group, involving 30 seventh-grade students of Class VII-C at SMP Negeri 2 Takokak. Data were collected using validation sheets completed by subject-matter and media experts, practicality questionnaires distributed to teachers and students, and mathematical problem-solving tests administered at the pretest and posttest stages. The developed media obtained validity ratings of 97.58% from subject-matter experts and 91.67% from media experts, placing it in the “highly valid” category. Practicality was confirmed by very positive teacher responses of 97.62%, while student responses reached 83.85% in the small-group test and rose to 88.72% in the field test, indicating that the media is very practical. Implementation was also accompanied by an improvement in students’ mathematical problem-solving skills, as shown by an increase in the mean score from 49.85 to 89.69, a 100% mastery rate, and an N-Gain of 0.80, which falls into the “high” category. Based on the results of the Wilcoxon Signed-Rank Test, all students achieved higher posttest scores compared to their pretest scores (Positive Ranks = 30; Negative Ranks = 0). Because the evaluation involved only one group without a control group, the findings indicate an improvement in mathematical problem-solving skills following implementation of the media, but they cannot yet establish a cause-and-effect relationship. Overall, the context-based interactive PowerPoint media developed in this study demonstrates a very high level of validity and practicality, and its implementation was followed by an increase in students’ mathematical problem-solving skills.
Co-Authors Ana Setiani Farhan Hamdallah Krida Singgih Kuncoro Pujia Siti Balkist Rizky Dwi Siswanto Seli Razna Helia