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Krida Singgih Kuncoro
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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 40 Documents
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Search results for , issue "Vol 13 No 1 (2025)" : 40 Documents clear
Exploration of STEM integration on student achievement in madrasah science competition: Qualitative approach Siregar, Nur Choiro; Warsito, Warsito; Rosli, Roslinda
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.v13i1.18895

Abstract

This study explores the impact of STEM integration on student performance in the Madrasah (school) Science Competition (KSM), focusing on how STEM-based learning enhances academic achievement. The growing importance of STEM education globally emphasizes its potential to improve students' scientific knowledge and critical thinking. Integrating STEM in Madrasah education, mainly through science competitions like the Madrasah Science Competition (KSM), challenges students to apply theoretical knowledge in practical, real-world contexts. Despite the increasing interest in STEM education, researchers have yet to fully understand its specific impact on student performance in KSM, particularly within the context of Islamic schools. Here, we examine how STEM integration affects student achievement in KSM. The research employs a qualitative approach, using thematic analysis to analyze open-ended questioning with students who participated in KSM. The results reveal that STEM integration on student achievement in KSM resulted in (a) scientific inquiry and problem-solving, hands-on experimentation, theoretical knowledge application, (b) use of technology and tools, and resource disparities, (c) increased engagement through STEM, and confidence in problem-solving, (d) limited access to resources, (e) collaborative learning in STEM projects, and team dynamics and support, (f) enhanced scientific understanding, and development of critical thinking skills, (g) improved KSM outcomes, and increased interest in science careers. The implications suggest incorporating STEM into Madrasah curricula can enhance academic achievement and foster critical thinking skills. Future research could explore the long-term impact of STEM integration on broader educational outcomes and investigate ways to scale STEM practices across Madrasah institutions.
Innovative teaching modules utilizing discovery learning to strengthen mathematical problem-solving skills Ismayanti, Syifa; Nurhikmayati, Iik; Jatisunda, Mohamad Gilar
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.v13i1.18981

Abstract

This research aims to strengthen students' mathematical problem-solving skills by creating teaching modules based on the Discovery Learning approach. Because traditional teaching approaches often fail to engage students effectively, the development of this module is essential. In our research, we use research and development (R&D) techniques with 4D models up to the Development stage, which concentrates on module design and testing. Based on the findings of the validity test, media experts got a score of 73%, while material experts got a score of 87%. The criteria used include relevance, completeness, ease of understanding, suitability for discovery learning, and problem-solving skills. Meanwhile, practicality received an average score of 93.5% from teachers and students. Therefore, modules can be considered legitimate and useful, and are expected to improve student engagement and problem-solving skills. Through this research, it is hoped to significantly advance mathematics education with the creation of more creative teaching strategies. The findings provide a foundation for future studies to refine and expand Discovery Learning-based instructional materials in mathematics education.
Improving students' high order thinking skills through the application of the bridging analogy learning model Ansely, Ghina; Rinaldi, Achi; Putra, Fredi Ganda
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.v13i1.19095

Abstract

Higher Order Thinking Skills (HOTS) are high-level thinking skills that include analytical, evaluative, and creative abilities. HOTS is essential in 21st-century education, where students are expected not only to recall information but also to think critically and creatively in facing various challenges. This study aims to determine the improvement of students' HOTS through the application of the Bridging Analogy learning model. The research design employed a quasi-experimental approach with one experimental class and one control class. The instruments used in this study were a HOTS test for Matrix material and a student learning activity questionnaire. Research data were analyzed using statistical analysis with SPSS. The ANCOVA results showed that the Bridging Analogy learning model significantly influenced students' HOTS. The data analysis also revealed that the average HOTS score of students in the experimental class (84.73) was higher than that of the control class, which used conventional learning (55). These findings indicate that the implementation of the Bridging Analogy learning model effectively enhances students' HOTS compared to conventional learning. This research contributes to the development of innovative learning models that support the improvement of students' higher-order thinking skills in mathematics education.
Mathematical literacy and learning style: An analysis of students’ PISA performance using Kolb’s framework Putri, Suci Kirani Aprilia; Elvi, Mariyanti; Siregar, Nur Asma Riani
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.v13i1.19101

Abstract

This study aimed to investigate the mathematical literacy of Grade VIII junior high school students based on their learning styles, as categorized by David Kolb. A qualitative approach with a descriptive research design was employed. The sample consisted of eight students, with two students representing each of the four learning styles: accommodating, assimilating, converging, and diverging. Data were collected through questionnaires, tests, and interviews. The research instruments included the Kolb Learning Style Inventory (KLSI), a mathematical literacy ability test, and an interview guide. Data analysis involved data reduction, data presentation, and conclusion drawing. The results revealed that students with accommodating and assimilating learning styles demonstrated proficiency in all three mathematical literacy indicators—formulate, employ, and interpret/evaluate—whereas students with a converging learning style met only two indicators (formulate and employ). In contrast, students with a diverging learning style fulfilled only one indicator (formulate). These findings suggest that students with accommodating and assimilating learning styles exhibited superior mathematical literacy skills compared to those with converging and diverging learning styles. This study contributes to the understanding of how different learning styles influence students' mathematical literacy and provides insights for educators to develop more effective teaching strategies tailored to diverse learning preferences.
E-module based on ethnomathematics comics with the ICARE model to improve students' mathematical representation skills Argadinata, Ayunda; Maharani, Hevy Risqi
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.v13i1.19114

Abstract

This study aims to develop an ethnomathematics comic-based e-module by applying the ICARE model to improve students' mathematical representation skills. The ICARE model consists of the Introduction, Connection, Application, Reflection, and Extension stages. The research approach used is Research and Development (R&D) with the ADDIE development model, which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The subjects of the study were grade VIII students at a junior high school that had adopted the Merdeka Curriculum. Before being tested on a small scale, the e-module was first validated by experts in the field of materials and media to ensure its feasibility. The research instruments included a validation questionnaire, a test to measure mathematical representation skills, and a questionnaire used to collect student and teacher responses. The results of the study showed that the e-module developed met the criteria of being valid, practical, and effective in improving students' mathematical representation skills. Students responded positively to the e-module because the material presented was more interesting, based on local culture, and helped them understand the concept more deeply. Thus, the e-module based on ethnomathematics comics with the ICARE model can be an alternative innovative teaching material in mathematics learning.
Examination of student’s mathematical literacy in solving PISA questions on space and shape content in terms of metacognitive awareness Rohmah, Erlina Maf'atun; Ubaidah, Nila
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.v13i1.19123

Abstract

Students that possess mathematical literacy are better able to identify, use, and interpret to solve difficulties in their daily lives. Students' mathematical literacy still needs to be improved, particularly in the areas of space and shape, according to the findings of the PISA survey conducted in Indonesia and observations made at SMA Negeri 10 Semarang. Metacognitive awareness, or students' capacity to successfully plan, monitor, and assess their problem-solving techniques, is one element that contributes to the development of mathematical literacy. Nevertheless, in the context of Indonesian mathematical literacy, this component is still hardly ever thoroughly examined. The purpose of this study is to explore students' mathematical literacy as they work with space-related PISA questions and shape content while taking into account their degree of metacognitive awareness. A descriptive qualitative methodology is employed, and data is gathered via expert-validated questionnaires, mathematics literacy assessments, and interviews. Reducing data, presenting data, and writing conclusions are all steps in the data analysis process.26 students from class X-3 at SMA Negeri 10 Semarang served as the study's subjects. They were divided into three groups low, medium, and high according to the answers to the metacognitive awareness questionnaire. The findings demonstrated that 15.38% of students with low metacognitive awareness could only complete one mathematical literacy test, which is problem formulation. Two indicators creating problems and employing concepts were met by students with moderate metacognitive awareness (65.38%). Formulating, employing, and understanding mathematical concepts were the three markers that students with high metacognitive awareness (19.23%) were able to meet simultaneously. This study confirms the importance of metacognitive awareness in improving mathematical literacy.
Project-based learning implementation with a cooperative approach on the topic of correlation analysis Darojat, Latifah; Pratama, David
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.v13i1.19161

Abstract

This study aims to explore the implementation of project-based learning (PBL) with a cooperative approach on correlation analysis material in class XII of SMA Al Islam 1 Surakarta.  In studying correlation analysis material, several problems are often found, including the lack of application skills and also the lack of student involvement in the learning process. Therefore, through this project-based learning activity, students carry out collaborative activities in compiling projects based on real data so that they can better understand the concept of correlation in depth. This study uses a qualitative method and involves 30 students who are grouped into five groups. Each group is given the task of designing and implementing a correlation analysis project between two variables using a collaborative project-based learning approach. Data were collected through observation and student project results. Furthermore, the data was analyzed using data reduction, data display, and conclusion drawing/verifying techniques. The results of the study indicate that this method is effective in providing students with an understanding of the concept of correlation analysis, collaboration skills, communication, and problem solving. The average project score is in the category of developing according to expectations to very developed. Evaluation through a questionnaire showed that 72.41% of students gave positive responses to the learning experience, such as understanding the material, the ability to work together, and data processing using Microsoft Excel. These findings support the effectiveness of project-based learning in facilitating 21st century skills. Overall, this research provides a positive contribution to education. The implementation of Project Based Learning with a cooperative approach can be an alternative effective learning models to build conceptual understanding and collaboration skills in the modern education era.
Analysis of mathematical literacy through pull out photo math box based on augmented reality technology in deaf students Mu'alamah, Naila Nafisatun; Ubaidah, Nila
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.v13i1.19164

Abstract

This study aims to analyze mathematical literacy through the Pull-Out Photo Math Box based on augmented reality technology in deaf students. The approach used in this study is a qualitative descriptive approach. The research subjects consist of eight deaf students in grade IV at SLB Negeri Semarang, with three students representing different levels of mathematical literacy. The subjects were selected using purposive sampling. Data were collected through mathematical literacy tests, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results show that mathematics learning on plane figures through the Pull-Out Photo Math Box based on augmented reality technology enhances students' mathematical literacy. High-category students are able to meet three indicators of mathematical literacy, medium-category students meet two indicators, while low-category students meet only one indicator. Additionally, all students across the high, medium, and low categories found that learning using the Pull-Out Photo Math Box based on augmented reality technology was an engaging and useful visual medium for understanding plane figures. This study contributes to the field of mathematics education by demonstrating the effectiveness of augmented reality-based learning tools in improving mathematical literacy among deaf students. The findings highlight the potential of innovative visual media in making mathematical concepts more accessible and engaging for students with special needs.
Development of Android-based applications integrated with Tari Piring culture as ethnomathematics learning media for elementary school students Rachman, Kufita; Pangestika, Cahya; Vesya, Siti Raihani; Arbiyanti, Ade Putri
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.v13i1.19217

Abstract

Technology-based learning must be developed to create interactive learning experiences that enhance students' motivation and understanding of the material. This study aims to develop an Android-based application integrated with Tari Piring as an ethnomathematics learning tool for fourth-grade elementary school students. The subjects of this study were fourth-grade students of SD Negeri Golo. The research method used is the Research and Development (R&D) approach, following the 4-D model, which consists of four stages: defining, designing, developing, and disseminating. Data collection was conducted through interviews and questionnaires. The interview data were analyzed descriptively, while the questionnaire data were analyzed using descriptive statistics. The developed Android-based application received an average score of 3.85 from material experts, with a feasibility percentage of 96.25%, categorizing it as highly feasible. Similarly, media experts provided an average score of 3.85, also with a feasibility percentage of 96.25%. Meanwhile, the practical assessment based on student responses yielded an average score of 3.7, which falls into the applicable category with a percentage of 93%. In conclusion, the Android-based application integrating Tari Piring in ethnomathematics learning is effective for teaching geometric concepts to elementary school students. This research contributes to the advancement of technology-based ethnomathematics learning by incorporating cultural elements into an interactive Android application, improving both the feasibility and effectiveness of mathematics education for young learners.
Ethnomathematics comics of Al-Akbar Mosque: Enhancing elementary students' understanding of geometric shapes Oktavia, Aulia Ika Aulia; Yustitia, Via; Hadi, Susilo; Wijaya, Tommy Tanu
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.v13i1.19231

Abstract

Learning is evolving rapidly in the 21st century, as evidenced by advancements in science and technology (IPTEK), including the use of comics as a medium for learning mathematics. The incorporation of ethnomathematics comics based on the architectural features of Masjid Al-Akbar Surabaya serves as an innovative learning tool to address issues such as unengaging media and students’ reluctance to learn mathematics. This study aims to: (1) examine the process of developing ethnomathematics comics about the Al-Akbar Mosque of Surabaya to help elementary school students recognize the names and characteristics of geometric structures; (2) assess the feasibility of these comics as a learning medium; and (3) analyze teachers' and students' responses to their implementation in the classroom. This study employs a research and development (R&D) approach using the ADDIE development model, which consists of four stages: analysis, design, development, and implementation. Data collection methods include documentation, surveys, observations, interviews, and literature reviews, while data analysis combines qualitative descriptive and quantitative techniques based on expert validation and Likert-scale responses. The results indicate that (1) the three initial stages of the research process—analysis, design, and development—were successfully carried out according to the established framework; (2) validation data from material experts, linguists, and learning media specialists rated the comics as "highly feasible"; and (3) responses from class II-A teachers, expert teachers, and four class II-A students also confirmed a "highly feasible" rating. These findings suggest that the developed ethnomathematics comics based on the Al-Akbar Mosque are effective and appropriate for elementary school students in learning about geometric structures. This research contributes to mathematics education by integrating ethnomathematics into instructional media, fostering cultural appreciation while enhancing students' understanding of geometric concepts. Additionally, it provides a structured framework for developing ethnomathematics-based learning resources that can be adapted to other cultural and architectural contexts.

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