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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Matematika RAFA Union: Jurnal Ilmiah Pendidikan Matematika PRISMA Juring (Journal for Research in Mathematics Learning) JMM (Jurnal Masyarakat Mandiri) JCES (Journal of Character Education Society) Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Symmetry: Pasundan Journal of Research in Mathematics Learning and Education de Fermat : Jurnal Pendidikan Matematika Equals : Jurnal Ilmiah Pendidikan Matematika Jurnal Educatio FKIP UNMA JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) utile: Jurnal Kependidikan Theta : Jurnal Pendidikan Matematika Jurnal PEKA (Pendidikan Matematika) Inovasi Matematika (Inomatika) Uninus Journal of Mathematics Educations and Science (UJMES) International Journal of Trends in Mathematics Education Research (IJTMER) Journal on Mathematics Education
Pujia Siti Balkist
Universitas Muhammadiyah Sukabumi
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis of mathematical concept comprehension ability in slow learners students Sopia, Fasya Fi'la; Balkist, Pujia Siti; Nurcahyono, Novi Andri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 3 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i3.16994

Abstract

Mathematical comprehension is a fundamental skill that plays a crucial role in understanding and solving problems across various mathematical topics. This study aims to analyze the mathematical comprehension abilities of slow learners in the SPLDV (Two-Variable Linear Equation System) material. A descriptive qualitative approach was employed in this study. The subjects consisted of 20 slow learners in grade VIII of SMPIT in Sukabumi Regency. Data were collected through written tests and interviews, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that students with low comprehension skills have not fully mastered the SPLDV material and can only answer questions at levels 1, 2, and 3 but do not fully meet the indicators. Students with medium comprehension skills are able to answer questions at levels 1 and 2 according to the indicators. Meanwhile, students with high comprehension skills can answer questions at levels 1, 2, and 3 while meeting the indicators. The analysis of answers and interview data reveals that students in the low, medium, and high comprehension categories demonstrate distinct indicators of mathematical comprehension ability. In conclusion, slow learners exhibit varied levels of mathematical comprehension, highlighting the need for differentiated teaching strategies to address their specific needs and enhance their understanding of SPLDV concepts.
Analysis of junior high school students critical thinking skills in solving contextual-based problems Padilah, Elvira Barokah; Imswatama, Aritsya; Balkist, Pujia Siti
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18726

Abstract

Critical thinking skills involve analysis, evaluation, and reasoning—essential abilities that students need to navigate the challenges of globalization. However, many students still lack adequate critical thinking skills. This is evident from the 2022 Program for International Student Assessment (PISA) results, which indicate that Indonesian students' PISA scores remain low. Contextual questions, as tested in PISA, can serve as an effective tool for measuring students' critical thinking abilities. This study aims to analyze the critical thinking skills of junior high school students in solving contextual-based mathematics problems, particularly those aligned with the PISA framework. The research employs a quantitative descriptive method, administering six descriptive questions on the topic of curved surface geometry to 37 ninth-grade students at SMP Negeri 12 Sukabumi City. The findings reveal that 11% of students exhibit high critical thinking skills, 30% demonstrate moderate skills, and 59% possess low skills. Students' responses indicate that they struggle to meet the five critical thinking indicators: identifying, clarifying, analyzing, evaluating, and inferring. Based on data analysis, it can be concluded that the critical thinking ability of students at SMP Negeri 12 Sukabumi City remains low, with 59% of students categorized in the low-skill group. This study contributes to the understanding of students' critical thinking deficiencies and highlights the need for improved teaching strategies to enhance these essential skills.
Identifying learning pace in mathematics classrooms: What teachers can see—and what they miss without information support Balkist, Pujia Siti; Hamdallah, Farhan; Kuncoro, Krida Singgih; Siswanto, Rizky Dwi; Rahmat, Dadan
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.
Revealing the hidden gaps: A comprehensive needs analysis for numeracy and financial literacy learning in ratio topics supported by digital and intelligent technologies Hamdallah, Farhan; Balkist, Pujia Siti; Robbiana, Djaka Firmansyah; Sarassanti, Yumi; Sudibyo, Novy Anggraini; Kuncoro, Krida Singgih
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.v13i4.21866

Abstract

Numeracy and financial literacy are widely recognized as essential competencies for students in the twenty-first century, particularly in navigating real-life decision-making contexts. However, empirical evidence consistently indicates that middle school students struggle to apply ratio concepts meaningfully in financial situations. This study aims to conduct an in-depth needs analysis as a foundational step toward the future development of an innovative learning medium that integrates numeracy, financial literacy, digital tools, and intelligent technologies. Using a descriptive qualitative-dominant approach, data were collected through curriculum analysis, classroom observations, teacher interviews, student questionnaires, diagnostic tests, and document analysis. The findings reveal significant gaps between curricular expectations and classroom practices, including the dominance of procedural instruction, limited financial context integration, insufficient use of digital learning tools, and the absence of adaptive or reflective feedback mechanisms. Furthermore, the results indicate that students possess fragmented understanding of ratios and demonstrate low confidence in making financial decisions based on numerical reasoning. These findings highlight the urgent need for a learning medium that supports contextualized reasoning, computational exploration, and reflective guidance. The research contribution of this study lies in providing a rigorous empirical foundation that informs the design requirements of future technology-enhanced learning innovations aimed at strengthening the integration of numeracy and financial literacy in mathematics education.
Co-Authors Ana Setiani Ana Setiani Andri Setriyadi, Agnia Haq Hidayati Aritsya Imswatama Asari, Tri Rahayu Dadan Dasari Dadang Juandi Dadang Juandi Deris Ari Saepudin Dwiyana, Almaida Elah Nurlaelah Fathira Aprilia Az-zahra Fitriasari, Putri Getari Ratna Pertiwi hamdallah, farhan Hamidah Suryani Lukman Hana Ulva Petrina Imas Nadiah Insani, Tiara Nur Jamil, Nur Aisah Juliana, Fani Krida Singgih Kuncoro Lia Milyawati Mutialawati, Elena Nina Mirawati Nita Andriani Norma Nur Hikmawati Nova Perlita Novi Andri Nurcahyono Nur Agustiani Nurmasliah Padilah, Elvira Barokah Putri Fitriasari, Putri Putri Lestari, Putri Rahmat, Dadan Rakha Pradestya Ratna Yuaidah Rida Misbah Riska Fitria, Riska Robbiana, Djaka Firmansyah Saqdiah, Halima Tus Sarassanti, Yumi Septiani, Eka Setiani, Ana Setiani, Ana Siswanto, Rizky Dwi Siti Patimah Siti Qotrunnada Siti Rahmawati Sopia, Fasya Fi'la Sudibyo, Novy Anggraini Suparman, Alvin Ridwan Wafa Maulidia Yanti Mulyanti Yanti Mulyanti Yanti Mulyanti, Yanti Yesi lusiana Septia