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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.
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Articles 17 Documents
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Search results for , issue "Vol 12 No 2 (2024)" : 17 Documents clear
Effectiveness of AI in solving math problems at the secondary school level: A comparative study with student performance Hidayatullah, Efendi; Untari, Retno; Fifardin, Ferdinandus
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17548

Abstract

The research aims to evaluate the effectiveness of artificial intelligence (AI) in solving mathematical problems at the high school level by comparing the performance of AI with that of students. Utilizing the ChatGPT tool and a dataset of 20 mathematics questions from the high school curriculum, the study involved ten students from the Muhammadiyah Mertoyudan Islamic Boarding School. The results indicate that AI exhibits high accuracy in multiple-choice questions (98%) and short-answer questions (95%), albeit with a decrease in performance for essay questions (75%); conversely, students demonstrated an average accuracy of 85% for multiple-choice questions, 80% for short-answer questions, and 70% for essay questions, additionally, also demonstrated higher consistency, particularly in questions requiring complex conceptual understanding. At the same time, the findings underscore the significant potential of AI as a tool for mathematics learning, further development is needed to enhance its ability to comprehend and respond to essay questions, thereby improving conceptual understanding and critical reasoning. The implications of these findings can contribute to the advancement of more sophisticated and effective educational technology to support mathematics learning in schools.
Analysis of student errors based on Polya’s steps in three-dimensional geometry Muhassanah, Nur'aini; Setiani, Ana
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17575

Abstract

Students often experience difficulties in learning mathematics, particularly in solving word problems. Consequently, students make many errors when answering story questions in mathematics. The aim of this research is to describe students' mistakes according to Polya's theory in solving story problems on three-dimensional geometry materials. Student mistakes identified in Polya's theory include: understanding the problem, planning a solution, implementing the solution plan, and re-examining the obtained solution. The research method used is descriptive qualitative. The technique used is an interactive data analysis model from Miles & Huberman, which consists of four steps in analysis activities: data collection, data reduction, data presentation, and conclusion synthesis. The subjects of this research were 20 students from the Elementary School Teacher Education Study Program. The instruments used in this research are tests in the form of problem-solving questions and non-test instruments, including interviews. The results of the research indicate that many students made errors during the re-examination stage, primarily due to a lack of thoroughness in recording the conclusions from their calculations. For this reason, it is necessary to develop learning methods or models that improve the ability to understand concepts, use a variety of problem-solving strategies, and develop thinking process skills that can help reduce errors in solving mathematical problems.
Analysis of mathematical computational thinking skills in the context problem solving based on gender Alyani, Fitri; Hasanah, Uswatun
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17582

Abstract

This study aims to provide an overview of the computational mathematical thinking abilities of male and female students in solving mathematical problems and the aspects (abstraction, decomposition, algorithmic thinking, and generalization) that influence these differences. This study uses a qualitative method with a case study approach in a junior high school in Jakarta for the academic year 2023/2024. The participants in this study are 36 students. Data were collected through written examinations and interviews and analyzed using the triangulation technique. The results of the study showed different patterns of computational thinking skills between male and female students. Male students excel in decomposition and algorithmic thinking but are weak in abstraction and generalization. Female students excel in abstraction and decomposition but are weak in algorithmic thinking and generalization. Both male and female students master the context of decomposition for computational thinking skills but lack mastery in the context of generalization. In conclusion, gender differences influence specific aspects of computational thinking skills, indicating the need for tailored educational strategies to address these differences.
Development of a mathematics e-module using GeoGebra and LiveWorksheets with discovery learning model to enhance problem-solving skills Dahlia, Dini; Rosyadi, M.; Hulwani, Almas Zati; Pujiastuti, Heni
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17601

Abstract

The study aims to produce e-module teaching materials based on Discovery Learning, supported by GeoGebra and LiveWorksheets, as well as to determine whether this e-module is valid, practical, and has a potential effect on students' problem-solving abilities. The research method used is Research and Development (R&D) with an ADDIE design. The research process consists of five stages: (1) Analysis (analysis of material needs, material analysis, and analysis of student characteristics); (2) Design (design or product framework to be made as an initial overview); (3) Development (development of the e-module and preparation of instruments to be used for valid, practical, and effective assessments); (4) Implementation (product review to be developed in classroom learning); (5) Evaluation (the product will be revised based on feedback given by the students to ensure the quality of the developed product is appropriate and adequate). The e-module learning materials were given to class X students of Senior High School. The results of the expert material validation obtained a percentage evaluation of 88%, indicating valid criteria. The test results showed that this e-module received a positive response from the students with an average percentage evaluation of 85%, categorizing it as highly effective. The material validation resulted in an 88% evaluation percentage, indicating valid criteria. The students' validation results obtained an 85% assessment percentage, also indicating valid criteria. The development of this module is worthy and suitable for use in schools by teachers to enhance students' conceptual understanding of quadratic equations and quadratic functions. Additionally, the module can develop critical thinking and problem-solving skills, which are crucial in 21st-century education.
Development of an ExeLearning-based mathematics e-module featuring cloze activities: Proportion and direct proportion materials for 7th grade students Melliawati, Melliawati; Prastowo, Aang Yudho; Azmi, Roma Doni
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17680

Abstract

This study aims to determine the validity, practicality, and effectiveness of eXeLearning-based mathematics learning e-modules containing cloze activities on proportion and direct proportion materials. The subjects of this study were 14 seventh-grade students from SMP N 1 in the Posek Islands. The type of research is R&D using the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Data collection methods included questionnaires and tests. The validity test results from the material experts yielded a score of 80%, and the media experts' score was 90%, indicating that the developed e-module meets the valid criteria. The student practicality test results averaged 87%, and the teacher practicality test results averaged 90%. The effectiveness calculation using the n-gain score was 0.89, indicating high effectiveness. Based on the validation process, practicality test, and effectiveness test, the eXeLearning-based mathematics learning module containing cloze activities on proportion and direct proportion materials is declared valid, practical, and effective. The developed e-module can help students understand the material, making it suitable for seventh-grade junior high school students.
Exploration of conceptual understanding and values in mathematics among prospective mathematics teachers Novikasari, Ifada; Rahmawati, Lily; Elebiary, Noor
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17714

Abstract

The study examines the relationship between understanding mathematical concepts and mathematical values among prospective teachers at a state university in Central Java. The research employed a qualitative approach with content analysis, involving a mathematical concept understanding test and in-depth interviews with students at high, medium, and low ability levels. The results show that students with high ability tend to possess strong mathematical values like accuracy, perseverance, and curiosity, which enable them to grasp complex mathematical concepts. In contrast, students with low ability struggle to comprehend basic mathematical concepts and often rely on rote calculation and formula use. The findings suggest that differentiated learning strategies are necessary to cater to the diverse levels of mathematical concept understanding among prospective teachers. Enhancing mathematical values can be a key factor in improving conceptual understanding in mathematics education.
Development of an Islamic context-based module to improve mathematical problem-solving ability Naela, Isna Ilviatun; Kumala, Fitria Zana
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17735

Abstract

Mathematical problem-solving abilities are a crucial part of the mathematics curriculum, necessary for solving real-life problems. The mathematical problem-solving abilities of students at Bustanul Ulum Paguyangan Middle School remain low, as the learning approach is conventional and the teaching materials are limited to textbooks. This research aims to develop an Islamic context-based module on circular material that is both valid and effective in improving the mathematical problem-solving abilities of class VIII students at Bustanul Ulum Paguyangan Middle School. The type of research is Research and Development (R&D). The results indicate that the Islamic context-based module is valid according to the material expert validation and Islamic context, which received a score of 85.41%, media expert validation at 80%, mathematics teacher trials at 81.67%, small group trials at 83.28%, and field trials at 81.71%. Furthermore, the module was found to be effective in improving students' mathematical problem-solving abilities, with an average N-Gain score for the experimental class of 0.80 (high category), better than the control class's average N-Gain score of 0.40 (medium category). Based on these results, a t-test for two independent samples resulted in a value of 0.00, which is smaller than the significance level of 0.05. Therefore,  is rejected and  is accepted, indicating that the Islamic context-based module is valid based on material and media expert tests, teacher trials, small group trials, and field trials, and is effective in improving the mathematical problem-solving abilities of class VIII students at Bustanul Ulum Paguyangan Middle School.

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