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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 20 Documents
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Search results for , issue "Vol 13 No 2 (2025)" : 20 Documents clear
Development augmented reality in problem-based learning: Strengthening students' mathematical communication ability Alfiyanti, Fina; Nasrullah, Anton; Nisa, Ratu Khoirotun; Santika, Aan; Marlina, Mira; Hidayanti, Nur; Ratnasari, Silvia
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19106

Abstract

Mathematical communication ability is essential, especially in learning geometry to understand trigonometric comparisons. However, many students still face difficulties in communicating mathematical problem-solving processes. Augmented Reality (AR) visualizes 2D and 3D objects, helping solve problems and improving communication. This study aims to develop and evaluate the quality of teaching materials and worksheets (LKPD) assisted by AR on geometric comparison topics to enhance students' mathematical communication ability. The research uses the Plomp development model, which includes initial investigation, design, realization/construction, testing, evaluation, revision, and implementation phases. Validation involves five experts, consisting of two lecturers and three subject teachers, while the practicality test includes 33 high school students in Banten, Indonesia. The study results show that the teaching materials and LKPD achieve an average validity of 88.25% (very valid), practicality of 88.2% (very practical), and effectiveness based on student activity observation sheets of 85.6%. The students’ test results reach 86.6% (very effective). The mathematical communication test also indicates that 10 students are in the moderate category, and 23 students have high communication ability, with an N-Gain of 64.2% (quite effective). Based on these results, the teaching materials and AR-assisted LKPD are valid, practical, and effective, making them suitable for mathematics learning.
Investigation on the impact of learning mathematics using mobile phones at higher institutions in a Tanzanian context Deogratias, Emmanuel; Focus, Festo; Matumba, Emmanuel
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19124

Abstract

This paper presents the impact of learning mathematics using mobile phones at higher institutions in a Tanzanian context. The quantitative approach was employed in this study for numerical data collection. Two hundred and five students participated in this study. A questionnaire was used while collecting data. Content analysis was used in the analysis process of the collected data. The tools used to analyze data included statistical software such as SPSS, a high-performance programming language and numerical computing environment developed by MathWorks. It was found that a large number of students frequently use mobile phones in learning mathematics. Also, mobile phones help students improve their understanding of mathematical concepts, including solving mathematical problems. They also help students collaborate with their peers while learning mathematics. From the results, using mobile phones supports students to enhance their learning of mathematics in university mathematics classrooms. The study concludes that mobile phone usage has a significant positive impact on students’ mathematics learning by facilitating problem-solving, conceptual understanding, engagement, and collaboration. Furthermore, this research contributes valuable insights to support policymakers and educators in developing strategies and professional development programs for effective mobile learning integration in Tanzanian higher education.
Opportunities for curriculum improvement in secondary school mathematics education Machisi, Eric; Tatira, Benjamin
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19367

Abstract

This study investigates opportunities for enhancing the secondary school mathematics curriculum in South Africa. Employing a cross-sectional survey design, data were collected from a purposive sample of 80 postsecondary students enrolled at higher education institutions across the country. An online questionnaire was administered, and responses were analyzed using the Statistical Package for the Social Sciences (SPSS), focusing on frequency distributions and mean ranks. The findings reveal that while the current mathematics curriculum adequately prepares some students for postsecondary studies, it falls short for others. Key areas identified for improvement include better alignment with tertiary-level mathematics, reforming examination formats, enhancing pedagogical approaches, and increasing collaboration with local industries. Based on these insights, the study proposes several recommendations: offering specialized mathematics tracks, including optional exam questions, reducing exam length, introducing calculus prior to Grade 12, integrating digital tools in instruction, and connecting mathematical learning with real-world industry applications. By foregrounding students’ perspectives, this research promotes a bottom-up approach to curriculum development. The study contributes to the literature by providing empirical evidence on curriculum gaps from the learner’s viewpoint and offering context-specific recommendations to bridge secondary and tertiary mathematics education in South Africa.
Development of design thinking-based mathematics learning media to enhance mathematical critical thinking skills Ariyani, Arneta Mayandha; Prayito, Muhammad; Happy, Nurina
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19394

Abstract

This research aims to develop an Android-based learning media application using MIT App Inventor to enhance students' mathematical critical thinking skills. The study employs a Research and Development (R&D) approach with the design thinking method, consisting of five stages: empathize, define, ideate, prototype, and test. During the empathize phase, in-depth interviews were conducted with five personas to identify existing issues, which were then summarized into an empathy map. In the define stage, data were analyzed using the How Might We technique to frame actionable problems. The ideate stage involved brainstorming solutions through mind mapping, followed by prototyping the application design based on the identified needs. In the testing phase, the application was evaluated for effectiveness (measured by success rate), efficiency (time-based metrics), and user satisfaction (via the System Usability Scale). Data were collected through questionnaires to assess the application’s viability, efficiency, and alignment with user needs. After completing the design thinking process, a critical thinking competency test was administered to compare learning outcomes on three-variable linear equations before and after using the media. Post-intervention results revealed above-average scores, demonstrating the application’s positive impact on students' mathematical critical thinking abilities. This study contributes to innovative learning media development in mathematics education, offering a simple, interactive, and accessible tool adaptable to individual learning needs.
Ethnomodelling as a polysemy of ethnomathematics Madruga, Zulma Elizabete de Freitas
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19480

Abstract

Ethnomathematics values various forms of mathematical knowledge in different cultural contexts. This polysemic concept refers not only to different forms of knowledge, but also to the interconnection between these practices and other fields of knowledge. Ethnomathematics provides a perspective that respects cultural diversity and fosters a deeper comprehension of mathematics as an integral aspect of human activities. In that regard, this article discusses Ethnomodelling as a polysemy or conception of Ethnomathematics from an intercultural viewpoint. To do so, the concepts of Ethnomodelling and ethnomodels are introduced, along with their contributions to an intercultural Mathematics Education. Ethnomodelling is understood here as a theoretical-methodological construct, an emerging approach that connects Ethnomathematics to Mathematical Modelling based on ethnomodels, aiming to establish communication among different systems of mathematical knowledge and enabling intercultural comparisons and translations between local and global approaches. This research contributes theoretically by expanding Ethnomathematics through modelling processes, methodologically by proposing dialogical analysis between formal and informal mathematics, and practically by enhancing culturally responsive mathematics education.
The role of peer interaction in fostering student motivation in mathematics education Wulandari, Amima; Kusumaningrum, Betty; Istiqomah, Istiqomah; Arigiyati, Tri Astuti; Bergman, Luc
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19481

Abstract

Mathematics is often seen as a challenging subject that demands not only cognitive ability but also sustained motivation. This study investigates how peer interaction can act as a catalyst for enhancing students’ motivation to learn mathematics. Adopting a qualitative approach with a survey design, data were collected from 40 high school and vocational students in Gunungkidul, Indonesia. Thematic analysis of open-ended questionnaire responses revealed that 72% of students reported higher motivation when learning alongside peers. Key motivational drivers included emotional support, collaborative problem-solving, and peer-driven encouragement. Interestingly, the study also highlighted potential setbacks such as interpersonal conflicts, which may reduce motivation. These findings affirm the transformative role of peer relationships in academic contexts and suggest that fostering supportive peer networks can be a strategic tool in improving students’ engagement with mathematics. This study contributes to educational psychology and mathematics education by demonstrating that peer interaction not only fosters emotional well-being but also improves students’ cognitive engagement with complex mathematical concepts. The findings offer practical insights into how structured peer collaboration can be integrated into instructional design to support diverse learner needs. By highlighting the dual role of peer interaction, as both an academic and affective resource, the study provides a foundation for developing socially responsive and student-centered learning environments aimed at improving mathematical achievement.
Many paths, one unknown: Uncovering the diverse minds behind algebraic thinking Maudy, Septiani Yugni
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19502

Abstract

This qualitative study examines the diversity in algebraic thinking among high school students (Grades VII-IX) by considering algebraic activity models, reasoning types, and generalization layers. We used clinical interviews along with task-based assessments so that we could investigate students' problem-solving processes with just a hermeneutic phenomenological approach. Participants solved contextualized algebra problems using several solution strategies. These strategies included visual representations, arithmetic generalizations, proportional reasoning, and symbolic parameterization. The findings reveal three key conclusions: (1) students think algebraically and develop along a continuum from concrete representations to abstract symbolic reasoning; (2) cultural and instructional contexts influence their ability to transition between factual, contextual, and symbolic generalization layers quite greatly; and (3) multimodal approaches understand algebra better via accommodating diverse cognitive styles. This study contributes in two primary ways for mathematics education research: First, it analyzes semiotic progression within non-Western educational contexts through such culturally-situated framework, which then addresses a gap for current algebra research. Second, it offers design principles validated empirically for creating inclusive algebraic tasks. These tasks do support multiple entry points as well as solution pathways. The results do show that it is important for us to teach in an adaptive manner by both recognizing and then nurturing diverse mathematical styles of thinking in algebra education.
A study on mathematics anxiety and its manifestations in vocational high school students Sahidah, Nur; Kusumaningrum, Betty; Ayuningtyas, Annis Deshinta; Wijayanto, Zainnur; Bergman, Patrick
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19509

Abstract

Mathematics is often perceived as a difficult subject that triggers anxiety, especially among students facing academic pressure. This study aims to analyze and describe the level of mathematics anxiety experienced by final-year vocational high school students. Employing a descriptive qualitative approach, data were collected through a questionnaire distributed to six randomly selected Grade XII students from a vocational school in Gedangsari. The instrument consisted of 23 statements: 6 positive and 17 negative using a Likert scale to assess students’ anxiety. Data analysis followed the Miles & Huberman model, which includes data reduction, display, and verification. The results showed varying levels of mathematics anxiety: 2 students were categorized as having very high anxiety, 3 were in the moderate category, and 1 student experienced very low anxiety. Students with high anxiety reported symptoms such as trembling hands, increased heart rate, mental blocks, and a lack of confidence during mathematics tasks. Meanwhile, students with lower anxiety demonstrated greater emotional control, focus, and proactive engagement in learning activities. The findings indicate that mathematics anxiety can significantly hinder students’ cognitive and emotional capacity to learn effectively. This study contributes to educational psychology by providing insight into how mathematics anxiety manifests among vocational high school students. It highlights the importance of recognizing emotional factors in learning, particularly in high-pressure academic contexts. The results can inform teachers, counselors, and curriculum designers in developing supportive strategies to reduce anxiety and enhance mathematical engagement in vocational education. In conclusion, addressing mathematics anxiety is crucial for fostering a positive and supportive learning environment that empowers students to perform better academically. This research contributes to the understanding of mathematics anxiety in vocational education and emphasizes the need for empathetic, emotion-sensitive teaching approaches that support both cognitive and emotional student development.
The relationship between mathematical attitudes and procrastination in learning exponential concepts Maharani, Lutfiyah; Fakhriyana, Dina
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19530

Abstract

This study examines the relationship between students' attitudes toward mathematics, procrastination habits, and their mastery of NCTM's basic mathematical abilities in exponential material. Using a quantitative correlational approach, the research employed saturated sampling with 34 eighth-grade students from MTs Islamic Center as both sample and population. Data were collected via a mathematics attitude questionnaire, a procrastination questionnaire, and an NCTM-based math test, then analyzed using IBM SPSS Statistics 25 and Microsoft Excel. Results indicated: (1) a significant positive correlation (r = 0.730, R² = 53.2%) between mathematics attitude and NCTM ability mastery; (2) a significant negative correlation (r = -0.568, R² = 32.3%) between procrastination and NCTM mastery; and (3) a combined correlation (r = -0.485, R² = 59.2%) between both factors and NCTM ability. Theoretically, this study enriches understanding of affective influences—motivation and anxiety—on math learning. Practically, it highlights the need for teaching strategies that address students' emotional needs, such as contextual and participatory approaches, aligning with NCTM standards for fostering conceptual understanding and problem-solving skills. These findings emphasize improving math attitudes and reducing procrastination to enhance foundational competencies in exponential functions. Additionally, this research provides empirical evidence supporting the integration of psychological and pedagogical interventions in mathematics education to optimize learning outcomes.
Collaborative Online International Learning (COIL): University students’ feedback to international communication in Japan Miller, Adam L.; Ali, Rajib
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19588

Abstract

Collaborative Online International Learning (COIL), has been an accessible tool for online collaboration and learning for close to 20 years. Previous papers have explored the potential benefits of this teaching approach in regards to improved language acquisition, increased cultural awareness, and the potential to enrich learning environments. The aim of this paper is to acquire feedback from university students in Japan who have completed a COIL program, to see how they perceive the experience; in so doing, it is hoped that this study can inform how Japanese university students perceive their participation in a COIL program, with a focus on its impact on intercultural communication, language development, and collaborative learning. A mixed-methods approach was employed, including a Likert-scale questionnaire and open-ended responses from 21 first-year students at a private university in Nagoya City, Japan, after completing a 7-week COIL program with a North American university.While small in scale, the study found that although some logistical and technical difficulties were raised by the students, their experience with COIL was an enjoyable and rewarding one. The study contributes to the existing literature by offering student-centered insights into COIL experiences in Japan and proposes a practical implementation model (GORMS) for future programs.

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