cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Krida Singgih Kuncoro
Contact Email
krida.kuncoro@ustjogja.ac.id
Phone
+6285742771889
Journal Mail Official
union@ustjogja.ac.id
Editorial Address
Jl. Batikan, UH III No.1043, Tahunan, Kec. Umbulharjo, Kota Yogyakarta, Daerah Istimewa Yogyakarta 55167.
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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 16 Documents
 1   2 
Search results for , issue "Vol 12 No 3 (2024)" : 16 Documents clear
Analysis of the need for interactive video learning media on sequences and series material Hartanti, Intan Pramuditya; Purnomo, Eko Andy; Aziz, Abdul
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.v12i3.18076

Abstract

The teaching methods employed at SMA Muhammadiyah 1 Semarang still predominantly use lecture-based approaches, and the use of instructional media remains suboptimal. Students' mathematical problem-solving abilities are relatively low, as evidenced by their continued difficulties in modeling word problems into mathematical forms. This study aims to analyze the need for digital learning media to improve students' mathematical problem-solving skills. Digital learning media allow students to access materials flexibly while also providing interactive tools designed to enhance problem-solving skills, particularly in understanding complex mathematical concepts such as sequences and series. The research method is descriptive qualitative, with the research instrument being a questionnaire using a 1-4 Likert scale. The questionnaire was distributed via Google Forms to 69 tenth-grade students at SMA Muhammadiyah Semarang, located in Semarang City, Central Java. After completing the questionnaire, in-depth interviews were conducted with students to support the collected data. A descriptive qualitative method was chosen because this approach enables researchers to explore students' needs and perceptions regarding the use of digital learning media more deeply. The findings indicate a lack of effective use of instructional media (an average score of 1.95 out of 4), significant challenges in problem-solving (an average score of 2.61 out of 4), and difficulties in understanding the material on sequences and series (an average score of 2.57 out of 4). The results of the study underscore the need for the development of digital learning media to address students' difficulties in understanding sequences and series, as well as to enhance their problem-solving skills. Digital learning media provide interactive materials and exercises specifically designed for the topic of sequences and series, which can be implemented at SMA Muhammadiyah 1 Semarang, where students can access materials and practice problems via mobile phones during lessons or as homework to support independent learning.
The impact of project-based learning with e-modules on mathematical communication skills Farida, Anisatul; Indah, Ratna Puspita
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.v12i3.18169

Abstract

In the context of enhancing students' mathematical communication skills, innovative teaching methods such as project-based learning (PBL) integrated with E-modules offer promising results. This research aims to assess the impact of project-based learning (PBL) using E-modules on mathematical communication skills, specifically in understanding graphic representations. The research population consists of third-semester students in the Informatics Engineering program at Universitas Duta Bangsa, Surakarta, during the 2023/2024 academic year. The sample includes all 40 students from class 22A1. The measurement tools used in this study are learning achievement tests and mathematical communication ability tests. Data were analyzed using simple regression analysis with the product-moment correlation coefficient formula. This study employs correlation analysis to examine the relationship between the independent variable, Project-Based Learning using E-modules (X), and the dependent variable, mathematical communication skills (Y). The results show that project-based learning with E-modules has a strong positive correlation of 76% with students' mathematical communication skills. However, 24% of the variance in students' communication skills is influenced by other factors. This study concludes that integrating PBL with E-modules is highly effective in enhancing students' mathematical communication skills. Nonetheless, additional factors such as self-efficacy and mathematical reasoning also play significant roles in improving these skills.
Development of integrated e-module with Live Worksheets based on PjBL with ethnomathematics nuances of typical Indonesian foods to enhance mathematical literacy Pratama, Rifan Adi; Munahefi, Detalia Noriza; Budianto, Angela Vivian
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.v12i3.18203

Abstract

Mathematical literacy has become an essential global skill for individuals. This research aims to develop teaching modules in integrated electronic form live worksheets PjBL-based with nuances of ethnomathematics of typical Indonesian food by meeting the validity, practicality, and effectiveness criteria in increasing mathematical literacy. The research method is R&D with a model ADDIE. The population in this study was class VII students. Data collection techniques include documentary studies, unstructured interviews, observations, questionnaires, and tests. Data analysis used includes validity, practicality, and effectiveness tests. The research results show that the e-module is: (1) valid based on assessments from 3 validators on the content and presentation aspects with an average validity percentage of 88%; (2) practical based on 30 student responses with a score percentage of 84%; and (3) effective for mathematical literacy seen from individual learning completeness, classical completeness, average difference pretest, and posttest, and there is an increase in students' mathematical literacy. The result is an e-module that is valid, practical, and effective. This media can be developed more widely by adding different materials and adding various cultures in Indonesia.
Facilitating the retention of higher-order thinking skills in mathematics through Minecraft-based learning Tangkui, Rayner
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.v12i3.18281

Abstract

There is a growing need for students not only to develop higher-order thinking skills (HOTS) but also to retain them. Retaining HOTS enables students to effectively apply these skills when needed, particularly in solving complex problems in subjects like mathematics. However, many students struggle to retain these skills due to the prevalence of conventional teaching methods in classrooms. Therefore, this research aims to examine the impact of Minecraft-based learning in mathematics on the retention of HOTS. Using purposive sampling, 33 Year 5 primary school students from a single intact class were selected as participants. A test comprising 15 multiple-choice questions served as the research instrument, administered during the pretest, posttest, and delayed posttest. The data collected were analyzed using a one-way repeated measures ANOVA. The findings revealed that learning mathematics through Minecraft, a sandbox-style digital game set in an open world, significantly improved students' learning outcomes in both immediate and delayed assessments compared to their pre-assessment performance. Notably, the HOTS domain of analyzing showed the greatest improvement. These results suggest that incorporating Minecraft into mathematics instruction is particularly effective in enhancing and retaining HOTS.
The effectiveness of project-based learning model in the Merdeka Curriculum on statistics material in junior high school Putra, Tegar Ramadiansyah; Hartoyo, Agung; Siregar, Nurfadilah; Jamiah, Yulis; Hamdani, Hamdani
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.v12i3.18299

Abstract

In an effort to enhance student engagement and mathematical communication skills, this study explores the application of Project-Based Learning (PBL) within the Merdeka Curriculum. This study aims to assess and describe the effectiveness of Project-Based Learning (PBL) in the context of the Merdeka Curriculum, specifically for teaching Statistics in class VII H at SMP Negeri 13 Pontianak. The research employs an experimental method with a pre-experimental design. Data collection techniques include measurements, observations, and questionnaires. The instruments used for data collection consist of learning implementation observation sheets, student activity observation sheets, tests of students' mathematical communication skills, and student response questionnaires. The results indicate that the use of the PBL model in the Merdeka Curriculum for Statistics material in class VII H is effective. This is evidenced by several indicators: the learning implementation was rated very good with an average score of 3.53, student learning activities were classified as active with an average percentage of 78.60%, students' mathematical communication skills were classified as high with an achievement percentage of 81.66%, and more than 50% of students gave positive responses, indicating a favorable reception to the learning method. Therefore, Project-Based Learning within the Merdeka Curriculum proves to be an effective approach for enhancing student engagement, mathematical communication skills, and overall learning outcomes in Statistics.
Analysis of junior high school students' refractive thinking process in solving numeracy problems Janah, Rahmawati Fatkhul; Sujadi, Imam; Slamet, Isnandar
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.v12i3.18446

Abstract

The purpose of this study is to examine how junior high school students use refractive thinking to solve algebraic problems based on their mathematical skill levels, specifically high and low. Refractive thinking involves a phase where students rethink and modify their approaches to solving algebraic problems. This qualitative study employs interviews and observational methods, with participants consisting of students with both high and low mathematical abilities. The results indicate that students with high mathematical ability navigate the stages of refractive thinking more effectively, including problem identification, strategy formulation, and evaluation. These students are often able to quickly identify errors and experiment with multiple strategies to arrive at better solutions. In contrast, students with low mathematical ability struggle with problem identification and tend to persist with initial, less effective approaches. These findings highlight significant differences in the refractive thinking processes of the two groups, underscoring the need to develop instructional strategies that foster reflective thinking skills, particularly for students with lower mathematical aptitude.

Page 2 of 2 | Total Record : 16

 1   2 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol 13 No 3 (2025): In Progress Vol 13 No 2 (2025) Vol 13 No 1 (2025) Vol 12 No 1 (2024): Forthcoming Issue (March 2024) Vol 12 No 3 (2024) Vol 12 No 2 (2024) Vol 12 No 1 (2024) Vol 11 No 3 (2023) Vol 11 No 2 (2023) Vol 11 No 1 (2023) Vol 10 No 3 (2022) Vol 10 No 2 (2022) Vol 10 No 1 (2022) Vol 9 No 3 (2021) Vol 9 No 2 (2021) Vol 9 No 1 (2021) Vol 8 No 3 (2020) Vol 8 No 2 (2020) Vol 8 No 1 (2020) Vol 7 No 3 (2019) Vol 7 No 2 (2019) Vol 7 No 1 (2019) Vol 6 No 3 (2018) Vol 6 No 2 (2018) Vol 6 No 1 (2018) Vol 5 No 3 (2017) Vol 5 No 2 (2017) Vol 5 No 1 (2017) Vol 4 No 3 (2016) Vol 4 No 2 (2016) Vol 4 No 1 (2016) Vol 3 No 3 (2015) Vol 3 No 2 (2015) Vol 3 No 1 (2015) Vol 2 No 3 (2014) Vol 2 No 2 (2014) Vol 2 No 1 (2014) Vol 1 No 1 (2013) More Issue