Union: Jurnal Ilmiah Pendidikan Matematika
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.
Articles
20 Documents
Search results for
, issue
"Vol 13 No 3 (2025)"
:
20 Documents
clear
<![CDATA[Development of ICT and Tri-N teaching materials for both in-class and online learning ]]>
<![CDATA[Huda, Miftakhul]]>;
<![CDATA[Kusumaningrum, Betty]]>;
<![CDATA[Arcana, I Nyoman]]>;
<![CDATA[Yaakub, Mohd Syarull Azlan]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.18641
<![CDATA[This research aimed to develop ICT and Tri-N teaching materials suitable for both in-class and online learning environments and assess their feasibility and effectiveness. The study employed the Research and Development (R&D) method with the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The research was conducted at SMA N 5 Yogyakarta, involving class X1 (in-class learning) and X2 (online learning) with a total of 72 students. Data were collected through student response questionnaires and tests. The developed teaching materials included videos, PowerPoint (PPT) presentations, and handouts. The videos were published on YouTube, providing links to specific sub-materials. The validation results indicated high validity, and student response analysis classified the materials as good. Furthermore, a positive and significant correlation between student responses and learning outcomes tests was observed. The developed teaching materials can serve as effective tools for student learning, and it is recommended for teachers to explore similar approaches for other subjects. This study contributes to the growing body of research on digital pedagogy by providing empirical evidence that ICT-integrated Tri-N teaching materials not only improve student learning outcomes but also offer a scalable and adaptable framework for enhancing instructional quality across varied educational contexts.]]>
<![CDATA[Improving mathematical problem-solving abilities through the development of Articulate Storyline learning media ]]>
<![CDATA[Netriwati, Netriwati]]>;
<![CDATA[Ulfa, Ainaya Mourina]]>;
<![CDATA[Dewi, Novian Riskiana]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.19582
<![CDATA[Students' mathematical problem-solving abilities are still relatively low, thus requiring innovative, effective, and contextual learning media. This study aims to develop learning media based on Articulate Storyline to improve junior high school students’ mathematical problem-solving skills by integrating Polya’s problem-solving steps. The research method employed is Research and Development (R&D) using the 4D model (Define, Design, Develop, Disseminate). The research instruments included expert validation questionnaires, student response questionnaires, and mathematical problem-solving ability tests. The results showed that the developed media was valid according to media experts (score: 3.39) and material experts (score: 3.27), and was considered highly attractive by students (average score: 3.62 for the small group and 3.49 for the large group). The effectiveness test using N-gain indicated an improvement in students’ mathematical problem-solving skills, with average scores of 0.67 (small group) and 0.69 (large group), both falling into the moderate category. These findings imply that learning media based on Articulate Storyline is effective and feasible to be used as an alternative interactive learning tool for enhancing students’ mathematical problem-solving skills. This research contributes theoretically to the development of media based on Polya’s indicators and practically by providing a media model that can be adapted by mathematics teachers.]]>
<![CDATA[Critical thinking of elementary school students in solving numeracy problems in terms of learning styles: ]]>
<![CDATA[Ashari, Dwi Alfan]]>;
<![CDATA[Yustitia, Via]]>;
<![CDATA[Hadi, Susilo]]>;
<![CDATA[Wijaya, Tommy Tanu]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.19585
<![CDATA[This study aims to describe students’ critical thinking abilities in solving numeracy problems in terms of four learning styles: activist, theorist, pragmatist, and reflector. A qualitative descriptive approach was employed, involving students who represent each learning style as classified by the Honey and Mumford model. Data were collected through numeracy tests and in-depth interviews to explore students' reasoning processes and critical thinking indicators. The findings indicate that students with an activist learning style tend to excel in the reasoning indicator, as they are able to explain their problem-solving strategies clearly and appropriately. However, their solutions often lack thoroughness, with some steps being overlooked. Students with a theorist learning style show strengths in the inference indicator, demonstrating the ability to provide logical explanations and clearly articulate cause-effect relationships. Those with a pragmatist learning style also lean towards the reasoning indicator, offering straightforward and practical explanations of their chosen strategies. Meanwhile, reflector-type learners display a preference for the inference indicator as well, outlining their steps but expressing uncertainty and hesitation in their answers. In conclusion, students’ critical thinking abilities in numeracy tasks are influenced by their learning styles, with each style showing a different emphasis on specific critical thinking indicators. This research contributes to the field by: (1) providing insights into the relationship between learning styles and critical thinking indicators in the context of numeracy; (2) informing educators on how to tailor instructional strategies to align with students’ learning styles in order to enhance critical thinking; and (3) offering a foundation for future studies aimed at developing numeracy-based learning tools that accommodate diverse learning preferences.]]>
<![CDATA[Effectiveness of Scratch-based interactive learning media on students' mathematical problem-solving ]]>
<![CDATA[Maqhfiroh, Hidayatul]]>;
<![CDATA[Maharani, Hevy Risqi]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.19673
<![CDATA[Mathematical problem-solving ability is a fundamental skill essential for students’ academic success and real-world challenges. This study aims to design a Scratch-based educational game, "Aritmashop," as a learning medium to enhance students’ mathematical problem-solving skills, particularly in social arithmetic. Using the R&D (Research and Development) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study involved 33 eighth-grade students from SMPN 1 Kalinyamatan. Data were collected through validation sheets (media and material experts), teacher/student questionnaires, and problem-solving tests. Results demonstrated that "Aritmashop" met validity, practicality, and effectiveness criteria, with students responding positively to its interactive design, engaging material presentation, and conceptual clarity. This research contributes to mathematics education by providing an empirically validated digital tool that bridges abstract concepts with real-world applications through gamified learning. The findings affirm that Scratch-based games like "Aritmashop" can significantly support mathematics instruction. The study concludes that technology-based educational games such as "Aritmashop" can be a viable and effective solution to improve students’ motivation and mathematical problem-solving abilities in the classroom. This research contributes to mathematics education by offering a theoretically grounded and empirically validated gamified learning tool that integrates technology into the curriculum, enhancing both student engagement and conceptual understanding.]]>
<![CDATA[Analysis of junior high school students' critical mathematical thinking ability in solving similarity problems ]]>
<![CDATA[Susanti, Evin]]>;
<![CDATA[Fadillah, Syarifah]]>;
<![CDATA[Jamilah, Jamilah]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.19759
<![CDATA[This research seeks to elucidate students' critical thinking abilities about comparable content. This study is descriptive in nature and employs a qualitative methodology. This study employs a case study methodology. The obtained data comprises critical thinking ability exam results, which include two problems and interviews. The obtained data is assessed according to the critical thinking skill indicators established by the researcher, which include: 1) investigating; 2) recognizing and justifying ideas; 3) generalizing; 4) clarifying and resolving. This research employs data analysis methodologies from Miles and Huberman, including data collection, data reduction, data presentation, and conclusion drawing/verification. The triangulation approach ensures the authenticity of the data used in this investigation. The data analysis findings categorize students' cognitive capacities into three groups: 11.11% (4 students) are classified as high, 27.78% (10 students) as medium, and 61.11% (22 students) as low. From the perspective of critical thinking capacity, 100% of students explored the topic, 55.56% identified and justified the notion, 16.67% generalized, and 11.11% clarified and resolved the issue. These findings demonstrate that students’ overall critical thinking abilities in solving similarity problems are still low, particularly in generalizing and resolving problems. The study contributes theoretically by reinforcing the significance of critical thinking in mathematics education, particularly geometry; methodologically by integrating test and interview data to analyze thinking processes; and practically by offering insights for teachers to develop instructional strategies that foster students' ability to think critically and solve problems effectively.]]>
<![CDATA[Cooperative learning models to improve mathematical problem solving ability of high school students: A systematic review of applications, factors, and barriers ]]>
<![CDATA[Henti, Nabila Jasmin Nanditya]]>;
<![CDATA[Dewanti, Sintha Sih]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.19879
<![CDATA[Mathematical problem-solving skills are a key competency in 21st century education, yet many secondary school students still struggle to apply mathematical concepts to real world contexts. This study employed a Systematic Literature Review (SLR) guided by the PRISMA protocol to analyze 26 relevant national and international articles published between 2015 and 2025. Findings indicated that several cooperative learning models, particularly Think Pair Share (TPS), Group Investigation (GI), and Student Teams Achievement Divisions (STAD), effectively enhanced students’ problem-solving abilities by fostering structured collaboration, critical thinking, and peer interaction. The effectiveness of these models was influenced by internal factors such as student motivation and independence, as well as external factors including teacher facilitation, classroom management, and the use of appropriate learning media. Nonetheless, practical barriers such as limited instructional time, insufficient teacher training, and inadequate school facilities hindered optimal implementation. This study underscored the importance of teacher professional development and curriculum alignment to support the integration of cooperative strategies in mathematics education. Its primary contribution lay in systematically mapping cooperative learning models, enabling factors, and implementation challenges, offering evidence-based insights for enhancing collaborative learning practices in mathematics classrooms.]]>
<![CDATA[The theoretical framework of GEMBIRA learning model: An impactful insight for Indonesian numeracy movement ]]>
<![CDATA[Widdiharto, Rachmadi]]>;
<![CDATA[Prahmana, Rully Charitas Indra]]>;
<![CDATA[Isaeni, Nita]]>;
<![CDATA[Widodo, Sri Adi]]>;
<![CDATA[Mayangwuri, Sotya]]>;
<![CDATA[Pramudiani, Puri]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.20353
<![CDATA[Numeracy literacy is a foundational competency that plays a critical role in early childhood and primary education, enabling students to make sense of and respond to real-life problems embedded with quantitative elements. Despite numerous initiatives aimed at enhancing numeracy skills at these educational levels, such efforts have often been fragmented and lack a coherent pedagogical framework. In response, the Indonesian Ministry of Primary and Secondary Education launched the National Numeracy Movement as a large-scale initiative to improve numeracy learning outcomes. However, a significant gap remains in the form of a clear instructional framework that can guide early childhood and primary educators in implementing this movement effectively within the classroom context. Addressing this gap, the present study proposes a comprehensive instructional framework termed the GEMBIRA model—an acronym for Gali dan Eksplorasi konteks yang dekat dengan siswa (Explore contexts close to students), Muat konten numerasi hasil eksplorasi (Embed numeracy content from exploration), Buat aktivitas yang bermakna (Design meaningful learning activities), Ikuti alur pikir siswa dalam evaluasi (Follow students’ thinking in evaluation), and Rayakan dan Akhiri pembelajaran dengan menyenangkan (Celebrate and conclude the learning joyfully). The GEMBIRA model is theoretically grounded in Ethno-Realistic Mathematics Education, emphasizing the integration of local cultural contexts and realistic mathematical experiences, particularly in numeracy learning. This study employed an integrative literature review method to construct a robust theoretical framework for the model. The resulting framework offers a practical and contextually relevant pedagogical tool for educators to implement the National Numeracy Movement, particularly at the early childhood and primary school levels. By rooting instruction in culturally familiar and mathematically rich contexts, the GEMBIRA model holds the potential to foster stronger foundational numeracy skills and contribute to students’ long-term academic success.]]>
<![CDATA[Improving students' problem solving ability in solving mathematical problems on linear function topic through PBL model assisted by GeoGebra with TaRL approach ]]>
<![CDATA[Pradiarti, Refni Adesia]]>;
<![CDATA[Fuady, Anies]]>;
<![CDATA[Puspitasari, Lila]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.19871
<![CDATA[The aim of this research is to enhance mathematical problem-solving abilities in linear function content through the use of GeoGebra and the Teaching at the Right Level (TaRL) technique in conjunction with the Problem Based Learning (PBL) learning model. This research is a classroom action research conducted in class VIIID of SMPN 25 Malang, with 32 students as the subjects of the study. The planning, execution, observation, and reflection phases were all included in the two cycles of the study. The instruments used in this study are problem-solving ability tests and student activity observation sheets. The results show that students' problem-solving skills improved from an average of 39.25% (pre-test) to 57.25% in cycle I, and further increased to 81.77% in cycle II. The classical completeness based on the class average score also increased from 28.12% (pre-test) to 65.62% (cycle I), and then reached 81.25% (cycle II). The use of GeoGebra in the PBL model helped students understand the graph of linear functions, while the TaRL approach helped tailor the learning to the diverse needs of the students. This study proves that the combination of the PBL model and TaRL approach can effectively enhance students' mathematical problem-solving skills. This study contributes to mathematics education by demonstrating the practical integration of differentiated instruction (TaRL) and interactive technology (GeoGebra) within a PBL framework to significantly improve students’ problem-solving abilities in linear function topics.]]>
<![CDATA[Investigation on the factors leading to negative attitudes towards mathematics among secondary school students in Tanzania ]]>
<![CDATA[Deogratias, Emmanuel]]>;
<![CDATA[Iddi, Aziza]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.19952
<![CDATA[This study investigated the factors contributing to the negative attitudes—often perceived as "hatred"—towards mathematics among secondary school students. A quantitative research approach was adopted, involving a total of 200 student respondents. Data were collected through structured questionnaires and analyzed using the Statistical Package for the Social Sciences (SPSS). Findings from the study revealed several key factors influencing students’ negative perceptions of mathematics. These included the use of unengaging and ineffective teaching methods, inadequate support from teachers when students encountered difficulties, peer influence, the perceived complexity of mathematical concepts, challenges related to the language of instruction, scarcity of instructional resources, and the use of punishment in the learning process. To foster a more positive attitude towards mathematics among students, the study recommends enhancing access to adequate learning materials and resources; encouraging collaboration between teachers and parents to promote the value of mathematics education; adopting innovative and interactive teaching techniques; minimizing the use of corporal punishment in schools; and implementing reward-based systems to acknowledge student progress and efforts in mathematics.]]>
<![CDATA[The relationship between mathematical anxiety and learning motivation on mathematics learning outcomes of seventh-grade students in Tamansiswa environment ]]>
<![CDATA[Logho, Elisabeth Ina Wee]]>;
<![CDATA[Istiqomah, Istiqomah]]>;
<![CDATA[Kusumaningrum, Betty]]>;
<![CDATA[Bergman, Luc]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v13i3.18944
<![CDATA[This study investigates the relationship between mathematical anxiety, learning motivation, and mathematics learning outcomes among seventh-grade students in the Tamansiswa environment. Employing a quantitative ex-post facto method, data were collected from 56 students across two schools using questionnaires and academic performance records. The results revealed a significant and negative correlation between mathematical anxiety and learning outcomes, highlighting the detrimental effects of heightened anxiety on students' academic performance. Conversely, learning motivation demonstrated a significant positive influence, emphasizing its crucial role in fostering engagement and persistence in mathematics learning. The combined analysis of these variables showed that 52.2% of the variance in mathematics learning outcomes could be explained by the interaction between anxiety and motivation. Interestingly, despite high levels of anxiety, some students achieved strong learning outcomes, suggesting the presence of mitigating factors such as resilience or effective coping strategies. These findings underscore the importance of reducing anxiety and enhancing motivation through targeted educational interventions, such as supportive teaching practices and motivational strategies, to optimize mathematics learning outcomes. In conclusion, mathematics learning outcomes are shaped by a complex interaction between emotional and motivational factors. Reducing mathematical anxiety while simultaneously strengthening learning motivation is crucial for optimizing students’ achievement in mathematics. The study contributes empirically by providing evidence of the combined influence of anxiety and motivation within the Tamansiswa context, and practically by offering insights for educators to design instructional strategies that are both emotionally supportive and motivationally engaging. These findings reinforce the importance of integrating psychological considerations into mathematics instruction to promote more effective and inclusive learning environments.]]>
