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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Journal of Education and Learning Mathematics Research (JELMaR) Mandalika Mathematics and Educations Journal
Nita Fatma Fauziah
Universitas Pawyatan Daha
Education Mathematics

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Development of Student’s Mission Learning Media on The Addition and Subtraction of Integer Nita Fatma Fauziah; Arum Sulistyo Pawestri
Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 1 (2022): Mei 2022
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v3i1.66

Abstract

The success of the students in learning addition and subtraction of integer can be influenced by some factors, one of them is how the teacher delivering those materials. One of joyful learning in teaching addition and subtraction of integer is by using educational games. This research purpose is to develop a valid and practical learning media, which is called educational game "Student’s Mission for the fourth graders of junior high school in addition and subtraction of integer. The development model of tis research is adapted from Plomp Model that has four stages: (1) needs analysis, (2) designing stage, (3) realization stage, and (4) test, evaluation, and revision. Based on the data analysis, it was obtained that the learning media which is developed is valid and practical.
Kemampuan Metakognitif Siswa dalam Menyelesaikan Soal Cerita Sistem Persamaan Linier Tiga Variabel Nita Fatma Fauziah; Edi Purwanto
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11454

Abstract

One of the important elements in successful problem solving is metacognition. One of themathematical problems is expressed in the form of a Three Variable Linear Equation System storyproblem. This study is a type of qualitative research that aims to describe students' metacognitiveabilities as reviewed from the components and indicators of the Metacognitive AwarenessInventory (MAI). The main instrument in this study is the researcher himself, while the supportinginstruments are the Three Variable Linear Equation System story problem test and interviewguidelines. The subject in this study was 1 (one) grade XI student who was selected based on theresults of solving the Three Variable Linear Equation System story problem and consideration ofthe mathematics teacher's recommendations. The results of the study indicate that SB'smetacognitive ability in solving the Three Variable Linear Equation System story problem includescomponents, namely (1) declarative knowledge, (2) procedural knowledge, (3) conditionalknowledge, (4) planning, (5) information management strategies, (6) comprehension monitoring,(7) debugging strategies and evaluation.
An investigation into mathematics education students’ logical reasoning in real analysis Edi Purwanto; Nita Fatma Fauziah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.20896

Abstract

This study is grounded in the urgency of strengthening logical reasoning in advanced mathematics, particularly in Real Analysis, where students are required to transition from procedural thinking to formal deductive proof. However, many mathematics education students still experience difficulties in constructing valid arguments, understanding formal definitions, and managing logical structures in proof-based contexts.This study explores mathematics education students’ logical reasoning after completing the Real Analysis course, a core subject emphasizing deductive proof and abstraction. The study employed a qualitative approach with a descriptive method. Students’ logical thinking abilities were assessed through problem-solving test scores aligned with established indicators of mathematical logical reasoning. Data analysis consisted of reduction, presentation, coding, conclusion drawing, and verification. The findings reveal that students’ logical thinking ability in the Real Analysis course falls within the moderate category. The highest achievement was found in indicator 2, namely the ability to draw conclusions or make predictions based on probability, which reached the high category. Conversely, the lowest performance was observed in indicator 3, drawing conclusions or making predictions based on the correlation between two variables, categorized as low. The findings provide insight for improving reasoning-oriented instruction in Real Analysis. This study contributes to mathematics education by providing an empirical and indicator-based profile of students’ logical reasoning in advanced mathematics, offering a foundation for designing targeted instructional strategies to enhance proof-oriented learning in Real Analysis courses.
Co-Authors Arum Sulistyo Pawestri Edi Purwanto