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All Journal Juring (Journal for Research in Mathematics Learning) Journal Evaluation in Education (JEE)
Muhammad Rizal Usman
Muhammadiyah University of Makassar
Education Mathematics Social Sciences Other

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Needs Analysis for Developing Interactive Learning Resources Assisted by Geogebra Through the Spada Unismuh Learning Management System to Improve Students’ Mathematical Visualization Skills Sri Satriani; Kristiawati Kristiawati; Muhammad Rizal Usman; Wahyuddin Wahyuddin
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1630

Abstract

Purpose of the study: This study aims to analyze the need for developing GeoGebra-assisted interactive learning resources integrated into the SPADA Learning Management System to improve students' mathematical visualization skills. Methodology: The study involved 29 lecturers from the Mathematics Education Study Program at Universitas Muhammadiyah Makassar. A questionnaire was used to gather data on first-year undergraduates needs regarding GeoGebra-based learning resources in SPADA Learning Management System. Data analysis was quantitative using descriptive statistics and qualitative analysis for suggestions. Main Findings: The study revealed that 83% of lecturers emphasized the importance of developing GeoGebra-assisted learning resources in SPADA Learning Management System to improve understanding of abstract mathematical concepts. Most lecturers were familiar with SPADA LMS, but the use of features for mathematical visualization was limited. Novelty/Originality of this study: This study is the first to analyze the need to integrate GeoGebra into the SPADA Learning Management System in order to improve mathematics learning through interactive visual representations. This study expands knowledge by proposing an innovative approach to improve mathematical visualization, helping students better understand abstract concepts, and improving student learning outcomes in mathematics.
Reconstruction of the Epistemology of Mathematics Education: Integration of the Rationality of the Philosophy of Science and the Emotional Psychology of Students Aisyah Nursyam; Abdullah Sinring; Syamsu Kamaruddin; Muhammad Rizal Usman
Juring (Journal for Research in Mathematics Learning) Vol. 8 No. 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38506

Abstract

This study aims to reconstruct the epistemology of mathematics education by integrating the philosophy of science and students’ emotional psychology. The epistemological crisis in mathematics learning is characterized by the dominance of rationalistic approaches that tend to ignore students' affective and reflective dimensions. Empirical evidence indicates a high level of mathematics anxiety and low emotional engagement, both of which affect students’ motivation and academic performance. This research employs a Systematic Literature Review (SLR) method based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol by analyzing 45 national and international articles published between 2012 and 2025. Data were analyzed thematically through three stages: conceptual coding, thematic classification, and interpretative synthesis. The review identifies four main themes: (1) epistemology of mathematics education and the philosophy of science, (2) emotional intelligence and self-reflection, (3) mathematics anxiety and affective resilience, and (4) learning motivation and academic achievement. The integration of the philosophy of science reorganizes rationality in mathematics education to be more reflective and humanistic, while emotional psychology balances cognition and affection. The conceptual model positions the epistemology of mathematics education as the core, interacting dynamically with emotional intelligence, mathematics anxiety, and learning motivation that together influence students’ academic performance. The findings emphasize the need to reconstruct the epistemology of mathematics education toward a balance between rationality and emotional awareness. Accordingly, mathematics learning should be developed through reflective, humanistic, and experience-based approaches to foster students as epistemic subjects who think rationally and mature emotionally.
Co-Authors Aisyah Nursyam Kristiawati Kristiawati Sinring, Abdullah Sri Satriani Syamsu Kamaruddin Wahyuddin Wahyuddin