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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
Digital media literacy and mathematical performance among the first year college students Dumaboc, Shara Gean G.; Ganiohan, Josiel A.; Taja-on, Evan P.
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.v13i2.19597

Abstract

Digital media literacy is essential in navigating and effectively utilizing digital tools for educational success in today’s technology-driven world. In mathematics education, leveraging these skills enables students to engage with digital resources that support learning and enhance performance, though many still face challenges in integrating these competencies effectively. The study employed a descriptive correlational design to examine digital media literacy and mathematical performance among students. Respondents were selected from seven departments of San Isidro College using stratified random sampling. The study reveals that students exhibit high digital media literacy, reflecting their readiness to utilize digital tools across academic contexts. However, the observed association between digital media literacy and mathematical performance is minimal and statistically insignificant, indicating that digital competencies alone may not substantially influence mathematics outcomes. These findings suggest that while digital media literacy is important, its role in mathematics education requires further contextual alignment to optimize its impact. Moreover, the results highlight the need for more targeted integration of digital tools within mathematics instruction to enhance their educational outcomes.
Comparative impacts of project-based learning and other strategies on creative thinking in STEAM education: A systematic literature review Abdika, Ahmad Ijlal; Agoestanto, Arief; Mariani, Scolastika; Sugiman, Sugiman
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.v13i2.19600

Abstract

Creative thinking is the ability to generate and develop new ideas. It is considered a high-level thinking skill that plays a crucial role in the 21st century. According to the 2022 PISA results, the creative thinking skills of Indonesian students are categorized as low. The Project-Based Learning (PjBL) model, when integrated with the STEAM approach, offers a promising strategy to enhance creative thinking. This study aims to provide an overview of how various teaching strategies—particularly PjBL—compare to other approaches in fostering creative thinking through the STEAM framework, using a Systematic Literature Review. Following the PRISMA protocol, nine relevant articles were identified that addressed the research questions. The findings indicate that the PjBL-STEAM approach has a significantly more positive, profound, and sustainable impact on improving creative thinking skills across all educational levels compared to other pedagogical strategies. PjBL fosters creativity not only as an academic skill but also as a life competency, integrated with 21st-century social, emotional, and problem-solving abilities. This study offers direction for future research in evaluating effective learning models to enhance creative thinking.
Development of similarity module based on ethnomathematics of Troso Jepara fabric motifs to improve numeracy literacy Noviyanti, Dina; Basir, Mochamad Abdul
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.v13i2.19605

Abstract

This study aims to develop a similarity learning module based on ethnomathematics by raising the Troso Jepara fabric motif as a relevant local cultural context, and to examine the validity and practicality of the module in improving students' numeracy literacy. The ethnomathematics approach is used to integrate cultural values ​​in mathematics learning, so that students not only understand the concept of similarity abstractly but are also able to relate it to everyday life. The research method used is the 4D development model (Define, Design, Develop, Disseminate), with a focus on the development and validation stages. For the Disseminate stage, this stage was not carried out. The instruments used include expert validation sheets and teacher and student response questionnaires. The results of the validation by experts obtained an average final score of 3.62, indicating that the module is in the very valid category with several suggestions for product revision, while the results of teacher and student responses obtained an average score of 3.36 indicating that the module is practical to use. Thus, this module can be an alternative contextual and meaningful teaching material in mathematics learning at junior high school level. The results of this study indicate that the developed learning module has met the criteria of being valid and practical for use. Through this study, teachers can integrate local cultural values ​​into mathematics learning, which not only enriches the ethnomathematics approach but also supports the improvement of students' numeracy literacy. This module has a positive impact on students' ability to understand the concept of similarity and apply it relevantly in the context of local culture, so that learning becomes more meaningful and applicable.
The impact of using the Alef platform on 11th grade advanced mathematics students' achievement in conic sections Alrababah, Anas Mahmoud Ahmad; Machisi, Eric
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.v13i2.19656

Abstract

This study investigates the impact of the Alef educational platform on student learning outcomes in the topic of conic sections, focusing on both academic performance and student perceptions. The research involved a purposive sample of 64 Grade 11 advanced mathematics students from a high school in Fujairah, United Arab Emirates. A quasi-experimental design was employed, incorporating pre-test and post-test assessments. Data were collected through a researcher-developed test and an online Likert-scale survey. The findings indicate that the Alef platform significantly enhances students’ understanding of conic sections by personalizing instruction to meet individual needs and by using interactive media to present multiple representations of mathematical concepts. This approach caters to diverse learning styles and promotes deeper engagement. Moreover, students reported being able to recall key lesson ideas effectively and felt comfortable participating in class without fear of ridicule. They expressed enjoyment in learning conic sections through the Alef platform and expressed a desire for its broader integration across mathematics lessons. Overall, the Alef platform positively influenced students’ perceptions of mathematics. The study highlights the value of integrating technology into mathematics education to create a more inclusive and effective learning environment. This study contributes to mathematics education by providing empirical support for the use of technology-enhanced, student-centered learning environments—grounded in constructivist and self-determination theories—to improve conceptual understanding and motivation in specific mathematical topics.
Innovative smart box learning media for enhancing elementary students’ conceptual understanding of arithmetic operations Arbiyanti, Ade Putri; Rachman, Kufita; Vesya, Siti Raihani; Puteri, Ni Putu Miranda
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.v13i2.19669

Abstract

Concept understanding is important to build in students, one of which is through learning media that can accommodate student needs. This research aims to develop the Smart Box as a learning medium for the mathematical operations of multiplication and division that is feasible and practical. This research is a research and development (R&D) study using the 4-D model, which consists of the stages of define, design, develop, and disseminate. The sample for this research consists of 25 fourth-grade students from SD Negeri Jurugentong, selected using random sampling from the population of fourth-grade elementary school students. Data collection instruments included interview guidelines and questionnaires. Interview data were analyzed descriptively, while questionnaire data were analyzed using descriptive statistics. The feasibility of the Smart Box media received an average score of 4.4 or 87%, categorised as "Very Feasible" by content experts, and an average score of 4.4 or 87%, categorised as "Very Feasible" by media experts. The practicality test obtained an average score of 4.6 or 91% including “Very Practical” by students. In conclusion, this research produces Smart Box Media that can contribute to supporting the learning of the concept of multiplication and division operations for grade IV elementary school students. This research contributes to mathematics education by providing a theoretically grounded, practically validated, and developmentally appropriate learning medium that enhances students' conceptual understanding of multiplication and division through real and interactive experiences.
Analysis of seventh-grade students’ critical thinking skills in solving narrative problems using linear equation content Yuzaefa, Aina Dinda; Happy, Nurina; Albab, Irkham Ulil
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.v13i2.19708

Abstract

Students are required to think critically when solving math problems related to everyday life. However, many still do not pay enough attention to the importance of critical thinking skills in the education system, and teachers tend to guide students to solve problems correctly rather than express ideas or notions. The purpose of this research is to assess and describe students’ critical thinking skills in solving story problems involving linear equations, reviewed from the student’s initial abilities. The method used in this research is descriptive qualitative. The purposive sampling and snowball sampling techniques were used as methods for subject selection in this study. The research subjects consist of 6 seventh-grade students from SMP Negeri 3 Randudongkal selected based on specific criteria, where students had initial ability scores of 80-90, good communication, and were recommended by the teaching teacher. The triangulation used in this research is source triangulation. Written tests and in-depth interviews were used as data collection techniques in this study. The data analysis stage used was reducing data, presenting data, and deriving a conclusion. The analysis results obtained from the written critical thinking skills test and interviews in the research show a conclusion that students with high initial abilities can apply four out of six FRISCO critical thinking skill indicators, namely the indicators of Focus, Reason, Inference, and Clarity in solving story problems involving one-variable linear equations. However, they require a greater understanding and precision to apply the indicator of Situation and Overview. Most students failed to explain their knowledge during the interview, indicating a gap between their written and verbal critical thinking skills. This research can serve as a reference for further studies related to critical thinking skills and help teachers design lessons that pay more attention to the critical thinking abilities of students.
Development of flipbook-based e-worksheet in differentiated learning to improve students' mathematical problem-solving skills on circle topics Nurhayati, Nunu; Farhah, Nazwa; Taufik, Azin
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.v13i2.19711

Abstract

This research aims to develop an electronic student worksheet (e-worksheet) using flipbook media to enhance students’ mathematical problem-solving skills, focusing on the topic of circles through differentiated learning strategies. The instructional content was designed to accommodate diverse learning preferences auditory, kinesthetic, and visual, as well as various levels of prior academic achievement (high, medium, and low). This study involved 35 grade XI-3 students at a high school in Kuningan Regency. Data collection included validation from subject matter and media experts, practicality evaluations by teachers and students, and analysis of students’ pre-test and post-test scores. Subject expert validation yielded a 90% approval rate, while media experts rated it at 86%. Practicality assessments showed 93% from teachers and 88% from students. The average N-Gain score was 0.79, indicating a high level of learning improvement. The conclusion of this study regarding the development of flipbook-based e-worksheet is stated to be valid, practical, and effective in improving students' mathematical problem-solving skills. This study contributes to encouraging differentiated learning practices through interesting digital devices, increasing insight and skills regarding appropriate or good and interesting worksheet for use by students, and supporting the development of adaptive learning media according to student needs, curriculum, and technological developments.
Error analysis of mathematics students in solving mathematical finance problems Sari, Intan; Mawarni, Mawarni
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.v13i2.19873

Abstract

Mathematical Finance is a course in the Mathematics Study Program. This course is highly useful in both the workplace and everyday life. However, the results of the student’s final exams (UAS) show unsatisfactory outcomes. This research is a descriptive qualitative study that aims to identify the types of errors in students' answers when solving Financial Mathematics final exams. The subjects of this research are students in the even semester of the Mathematics study program at Universitas Samudra. The data collection technique in this research is a test. The results showed that the standard errors found in students' answers were concept errors, namely errors due to students not understanding the concept, as well as procedural errors, which occurred when students had difficulty in linking concepts to the steps of the process. Additionally, there is a slip error that occurs when students are in a hurry to solve the problem, although this error is not dominant. This study concludes that a lack of conceptual understanding and procedural mainly causes students difficulties in Mathematical Finance. These findings contribute to the development of effective learning strategies and the creation of teaching materials by emphasizing the importance of understanding concepts and procedures in problem-solving.
Newman’s error analysis at mathematics pre-service teachers in solving literacy problems Nuha, Muhammad 'Azmi; Alfathy, Ragil Meita; Sangco, Retchelle P.
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.v13i2.20038

Abstract

This study aims to: (1) to provide an overview of the errors of prospective mathematics teacher students in solving mathematics literacy problems based on Newman's Error Analysis, and (2) to provide an overview of the factors that cause prospective mathematics teacher students to make errors in solving mathematics literacy problems. This research is qualitative research using a grounded theory approach. The subjects of this study are 92 prospective mathematics teacher students in the study program of Tadris Mathematics UIN Prof. K.H. Saifuddin Zuhri Purwokerto. The data collection techniques in this study are: (1) test and (2) interview. The analysis technique in this study uses qualitative data analysis techniques consisting of (1) data reduction, (2) data presentation, and (3) conclusion drawn. The data validity technique used in this study is triangulation. The results of the study show that: (1) reading error, comprehension error, and encoding error are not problems for students in solving mathematical literacy problems, transformation errors are problems for students because the errors are found in all four mathematics literacy questions, and process skill errors are problems for students in mathematics literacy questions that measure the ability to connect mathematical facts/concepts to make problem-solving procedures work, and (2) factors that cause prospective mathematics teacher students to make errors in solving mathematical literacy problems include: (a) errors in making mathematical models that involve time, (b) errors in length accuracy, (c) errors affected by images, (d) errors in replacing unknown values with spelling, (e) errors in recalling information, (f) errors in estimating the shape of the 3D Geometric Shapes, (g) errors in remembering mathematical formulas,  (h) error in choosing adjacent concepts, (i) error not recognizing mathematical concepts, (j) error preparing calculations, (k) error converting units, and (l) error inferring with estimates.
Enhancing mathematics learning motivation in elementary school students through the make a match learning model Azalia, Rahma Tsani; Mauranissa, Malzia Nazma; Aqilah, Rifa Nurul; Yusup, Rinaldi; Rasid, Nor Syazwani Mohd
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.v13i2.20045

Abstract

This research aims to enhance the mathematics learning motivation of elementary school students through the implementation of the Make a Match learning model. The research background is based on the low motivation of students in participating in mathematics lessons, which impacts the lack of engagement and suboptimal learning outcomes. The method used is Classroom Action Research (CAR) with two cycles conducted in grade IV of SDN Bojongkawung, Sukabumi Regency, in the 2024/2025 academic year. The research subjects consisted of 18 students, and data were collected through observation, interviews, and attitude assessment instruments that included indicators of cooperation, responsibility, critical reasoning, and creativity. The research results indicate a significant increase in students' learning motivation, marked by an increase in the average attitude score from 40% in the pre-test to 55% in cycle I, and 74.25% in cycle II. The application of the Make a Match model creates a fun, interactive, and collaborative learning atmosphere, thereby encouraging students to be more active and enthusiastic in mathematics learning. Thus, the Make a Match model proves to be effective as a learning strategy that can enhance the learning motivation of elementary school students. This study contributes to the development of learning strategies that can enhance students' mathematics learning motivation through the implementation of an interactive and collaborative learning model.

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