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Union: Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 2339224X     EISSN : 25793209     DOI : https://doi.org/10.30738/union
Core Subject : Education,
Education Mathematics
Union: Jurnal Ilmiah Pendidikan Matematika is a peer-reviewed open access journal published three times in a year (March, July, and November). Union: Jurnal Ilmiah Pendidikan Matematika provides a forum for lecturers, academicians, researchers, practitioners, and students to deliver and share knowledge in the form of empirical and theoretical research articles. The scope of Union is Mathematics Education which includes, but is not limited to the following topics: Mathematics Ability, Mathematics Learning Model, Mathematics Learning Media, Curriculum Development, Assessment and Evaluation, Didactical Design Research (DDR), Realistic Mathematics Education (RME), Ethnomathematics, Research and Development (RnD), PISA Task.
Arjuna Subject : -
Articles 642 Documents
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Development of Genially-based interactive learning media to enhance junior high school students’ mathematical literacy and mathematical disposition Hartanto, Rio Tri; Nasrullah, Anton; Nisa, Ratu Khoirotun; Hina, Shahzadi
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.v13i4.22032

Abstract

Mathematics learning at the junior high school level continues to face various challenges, particularly the low levels of students’ mathematical literacy and mathematical disposition, which are largely caused by the limited availability of interactive learning media. Students often experience difficulties in understanding problem information, organizing concepts, and constructing solutions systematically, especially in the topic of integers. This study aimed to develop Genially-based interactive learning media for the topic of integers for seventh-grade junior high school students and to evaluate its validity and practicality. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The developed media were validated by a media expert, a subject-matter expert, and a language expert, and their practicality was tested through small-scale and large-scale trials involving junior high school students. The validation results indicated that the learning media achieved average scores of 86% from the media expert, 93% from the subject-matter expert, and 98% from the language expert, all of which fell into the “very valid” category. Meanwhile, the practicality test results showed scores of 86% in the small-scale trial and 84% in the large-scale trial, both of which were categorized as “very practical.” Based on these findings, the Genially-based interactive learning media were considered feasible for use and demonstrated potential to support the development of junior high school students’ mathematical literacy and mathematical disposition. This study contributes to mathematics education research by providing empirically validated evidence on the feasibility of Genially-based interactive learning media as an effective alternative to support students’ mathematical literacy and mathematical disposition, particularly in the topic of integers.
An investigation into mathematics education students’ logical reasoning in real analysis Purwanto, Edi; Fauziah, Nita Fatma
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.

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