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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 12 Documents
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Search results for , issue "Vol 13 No 4 (2025)" : 12 Documents clear
Modelling the influence of teachers’ knowledge and student-teacher relationship on students’ perceived achievement in trigonometry Aabeyir, Boniface; Boateng, Francis; Bonyah, Ebenezer; Amoah-Mensah, John
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.19544

Abstract

This paper investigated the effects of teachers’ subject matter knowledge, pedagogical content knowledge and student-teacher relationship on students’ perceived achievement in trigonometry. The paper also investigated the indirect effect of pedagogical content knowledge on students’ perceived mathematics achievement through subject matter knowledge. A six-point Likert scale questionnaire was used to collect data on teachers’ subject matter knowledge, pedagogical content knowledge, student-teacher relationship and students’ perceived achievement in trigonometry. Stratified sampling technique was used to select five schools in the Bekwai Municipality, comprising three public schools and two private schools. In all, 460 students were sampled. Partial least squares structural equation modelling was used to develop a model indicating the direct relationships between student-teacher relationship, teachers’ subject matter knowledge, pedagogical content knowledge and students’ perceived achievement in trigonometry. The results indicated that student-teacher relationship had no significant influence on students’ perceived achievement in trigonometry. However, both subject matter knowledge and pedagogical content knowledge significantly and positively influence students’ perceived achievement in trigonometry. It was also established that pedagogical content knowledge partially mediated the relationship between teachers’ subject matter knowledge and students’ perceived mathematics achievement. The study concludes that teachers’ subject matter knowledge and pedagogical content knowledge significantly enhance students’ perceived achievement in trigonometry, while student-teacher relationship shows no significant impact. The study shows that teacher content and pedagogical knowledge significantly impact students’ perceived trigonometry achievement, highlighting key areas for teacher development. It is recommended that stakeholders in education such as Ministry of Education, Ghana Education Service, teacher unions and heads of secondary schools should frequently organize workshops/seminars for mathematics teachers to improve upon their mastery of the subject matter knowledge including trigonometry. Seminars on mathematics teachers’ professional development should be tailored toward equipping teachers with the requisite pedagogical skills in trigonometry.
Integration of Liveworksheets, GeoGebra, and Educaplay in quadratic function learning Diniah, Siti Rohani; Komala, Elsa; Inayah, Sarah; Oluwafemi, Folarin Moruf
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.20310

Abstract

Learning quadratic functions presents challenges for tenth-grade students, particularly in graph construction and understanding the role of coefficients. This study aims to integrate Liveworksheets, GeoGebra, and Educaplay into quadratic function learning through the development of web-based instructional materials. The study employed the ADDIE development model and involved five subject matter experts, five media experts, and 28 tenth-grade students at SMA Negeri 1 Cibeber during the 2024–2025 academic year. Data were collected using feasibility and effectiveness questionnaires and analyzed descriptively and statistically. The developed materials consist of structured student worksheets incorporating GeoGebra-based interactive activities and Educaplay quizzes. Expert validation results indicate that the materials meet very feasible criteria, while student responses demonstrate very effective criteria. These findings suggest that the integrated web-based materials support students’ conceptual understanding of quadratic functions and promote interactive mathematics learning. In conclusion, the integration of Liveworksheets, GeoGebra, and Educaplay within a unified multimedia system provides an effective and feasible solution to enhance students’ visualization skills, conceptual comprehension, and learning engagement in quadratic function topics. This study contributes theoretically by reinforcing constructivist and technology-integrated learning approaches, methodologically by introducing a three-platform integrated multimedia model within the ADDIE framework, and practically by offering an innovative digital learning alternative aligned with the Merdeka Curriculum and 21st-century mathematics education principles.
Promoting educational equity in the age of artificial intelligence: The potential impact of AI technologies on rural education in China Lau, Kwun Hang
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.20871

Abstract

This research examines how artificial intelligence (AI) technology could potentially address the rural-urban education gap in China through a qualitative study of its application in under-resourced rural schools. The research adopts a mixed-method design, comprising a policy analysis of China's 2024-2025 AI in education guidelines, case studies of three rural primary schools in Guangdong and Guizhou provinces, and semi-structured interviews with 10 key stakeholders, aimed at assessing the impact of AI tools and customized learning platforms on issues relating to inadequate staffing, rote teaching, and the absence of individualized instruction. Findings demonstrate that AI technologies can increase learner engagement, allow for the early identification of learning gaps, and assist in providing necessary instructional support. However, persistent structural barriers, including uneven digital literacy, deficient infrastructure, and inadequate teacher preparedness, alongside ethical concerns over data use and algorithmic bias, pose fundamental challenges to equitable implementation. The study reveals that robust investment in rural digital infrastructure and sustained, context-sensitive teacher training are prerequisites for realizing AI's transformative potential. Crucially, it argues that without targeted structural interventions, AI risks exacerbating existing educational inequalities rather than mitigating them. The primary contribution of this study is its identification of an implementation gap between national policy and local reality, and its proposal of a bottom-up, co-construction framework. This framework, derived from the empirical experiences of rural stakeholders, offers policymakers and educators a pathway to harness technology more effectively for improving learning opportunities in China's marginalized rural areas.
Secondary school students' perceptions of physics and interdisciplinary course combinations in Tanzania Deogratias, Emmanuel; Karugila, Geoffrey; Mwiyahuzi, Jeford
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21072

Abstract

This study is necessary because physics, a fundamental subject in STEM education, is often viewed as challenging and less relevant, resulting in decreased student enrolment and poor academic performance. This study aimed to: Examine students' attitudes and perceptions towards physics as a subject, including their interests, motivations, and challenges; investigate students' perceptions of combinations involving physics, such as Physics, Chemistry, and Mathematics (PCM) and Physics, Chemistry, and Biology (PCB), and how these perceptions influence their subject choices; and assess the impact of students' perceptions on their academic achievement in physics and physics-related combinations, including their performance, grades, and overall learning outcomes. A mixed-methods approach was employed, combining quantitative (questionnaires, n = 100) and qualitative (interviews) data collection methods. The results showed that 64% of students expressed interest in physics, but many found it difficult due to mathematical complexity and limited practical learning opportunities. Key factors shaping students' perceptions included peer influence, teaching methods, and career aspirations. Notably, students with positive perceptions of physics were more likely to choose science combinations like Physics, Chemistry, and Mathematics (PCM) and Physics, Chemistry, and Biology (PCB), often driven by career ambitions. The study's findings have significant implications for physics education and STEM career participation. The results indicate that students’ perceptions have a substantial impact on subject choices and academic achievement. This study contributes to the physics education literature by providing empirical evidence from the Tanzanian secondary school context on how students’ perceptions of physics influence interdisciplinary subject combination choices and academic achievement, thereby informing context-sensitive strategies to strengthen STEM participation.
Using animation-based instructional media in probability lesson Insani, Arfita Ade Nur; Ulpah, Maria; Samaeng, Wan Alawee
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21177

Abstract

Probability is one of the most conceptually challenging topics in secondary mathematics, particularly for students who struggle to visualize sample spaces, interpret random events, and distinguish between theoretical and empirical probability. This study aims to explore how animation-based instructional media support students’ conceptual understanding of probability. Using a qualitative descriptive approach embedded within a research and development framework, data were collected through classroom observations, teacher interviews, and open-ended student responses at MTs Negeri 2 Brebes. The findings demonstrate that animated videos reduce cognitive load by providing step-by-step visualizations, narration, and sequential cues that clarify abstract concepts. Instructionally, the media was embedded within the lesson sequence, introduced briefly before instruction, played during concept explanation, and revisited as reinforcement during follow-up exercises. Students reported improved comprehension, stronger retention, and greater confidence when solving probability problems. The media also enhanced participation, with students asking more questions and engaging actively in discussions. Moreover, the animations helped correct common misconceptions by modeling accurate and inaccurate reasoning patterns. The study demonstrates that animation-based media can transform the learning experience by supporting affective engagement, and enabling more coherent mental models of probability. These results highlight the pedagogical potential of integrating dynamic visualizations into mathematics instruction and provide a foundation for future development of multimedia learning tools. This study contributes to mathematics education by demonstrating how animation functions as an instructional scaffold embedded within lesson sequencing to support students’ conceptual understanding of probability, providing process-oriented qualitative evidence of how dynamic visualizations shape reasoning, representation shifts, and misconception repair in classroom instruction.
Understanding ICT implementation effectiveness in mathematics education: A systematic review Rao, Muhammad Shehryar; Wijayanti, Dyana; Bah, Ousman
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21209

Abstract

The application of Information and Communication Technology (ICT) in mathematics education is indeed transformative, but it produces uneven results, with a significant gap between student engagement levels and their mathematical success. This review aims to explain under which contextual, pedagogical, and institutional conditions ICT integration becomes genuinely effective. This systematic review of 49 empirical studies conducted between 2015 and 2024 critically analyzes the dominant Technological Pedagogical Content Knowledge (TPACK) framework, highlighting its weaknesses in explaining why similar applications produce different results in diverse cultural and socioeconomic environments. Our analysis reveals a crucial “engagement-achievement” paradox, where 84% of studies show increased engagement; however, only 64% reveal corresponding improvements in achievement. These results emphasize that effectiveness is not solely influenced by the level of technological sophistication, but through complex interactions involving depth of implementation, pedagogical appropriateness, cultural relevance, and institutional support. We advocate for a successful framework that combines these multifaceted elements, with a focus on equity and critical pedagogy to ensure that technology functions as a transformative force rather than one that reinforces existing disparities in mathematics education. This review offers evidence-based recommendations for moving beyond uniform strategies toward context-aware and sustainable technology integration. This study contributes theoretically by extending the TPACK discourse with a multidimensional, context-sensitive perspective that integrates equity and critical pedagogy into ICT effectiveness analysis.
“They give students too much for their age”: Toward deep learning from primary school teachers’ perspective through interpretive phenomenology Sahara, Sani; Chaled, Mohammad Idham; Indrawijaya, Fizar; Utami, Nadya Syifa; Yen, Phoong Seuk
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21296

Abstract

The Indonesian Deep Learning “Pembelajaran Mendalam” initiative represents an effort to address long-standing deficits in students’ critical thinking and higher-order skills. However, for teachers on the ground, the policy often collides with a very different reality. This interpretive phenomenological study explores the challenges associated with the initiative by focusing on the lived experiences of elementary school teachers in South Jakarta as they navigate the new mandate. Rather than measuring implementation fidelity, the analysis reveals the difference between policy and teachers’ everyday experience. Teachers describe a professional world dominated by the immediate demands of classroom management, in which abstract policy goals feel largely unattainable. They express a deep sense of overload—both logistical and developmental—arguing that the curriculum demands forms of philosophical reasoning from children who are still mastering basic concrete concepts. Moreover, the implementation is experienced visible in workshops and policy documents but failing in daily classroom practice. This study contributes to the literature by demonstrating that the difficulties surrounding Pembelajaran Mendalam not from teacher resistance but from a policy design that insufficiently accounts for the developmental and practical realities of elementary education.
Development of AI-assisted educational statistics teaching materials for students with disabilities Saputri, Rikhel; Muharramah, Delvia
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21413

Abstract

This research aims to produce valid and practical AI-assisted Educational Statistics teaching materials for disabilities students in higher education. The research method used was Research and Development (R&D) with the ADDIE model approach (Analysis, Design, Development, Implementation, and Evaluation). This study involved 6 disabilities students from UIN Sulthan Thaha Saifuddin Jambi as trial subjects. Data analysis techniques were carried out quantitatively to measure product validity and practicality through expert validation sheets and student response questionnaires. The results showed that the Canva AI-assisted teaching materials developed obtained a very high validity level with an average percentage of 92.75% from media expert validation (96%), material (92%), language (93%), and questionnaire (90%). The Practicality testing yielded a score of 4.06, classified as "practical" based on student responses. The materials integrate text-to-speech features, AI chatbot, statistics calculator, and accessible design enabling independent learning. These findings demonstrate that AI-assisted teaching materials are feasible and effective for facilitating accessible and independent learning in Educational Statistics for students with disabilities in higher education. This research contributes practical AI technology-based inclusive learning solutions and theoretical frameworks for developing adaptive teaching materials in Indonesian higher education.
The effectiveness of discovery learning-based interactive flipbooks to improve mathematical problem-solving skills Trisnawati, Nika Fetria; Hidayani, Hidayani; Said, Erpin; Setyo, Arie Anang; Homba, Yulfince Homba; Azzahrah, Qonitah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21434

Abstract

Problem-solving ability is a crucial competence in mathematics learning, particularly for topics such as exponents and logarithms that are often perceived as abstract and difficult. Limited use of interactive learning media and insufficient opportunities for exploration commonly cause students to struggle in understanding and applying these concepts. This study aims to examine the effectiveness of an interactive flipbook based on discovery learning in improving students’ mathematical problem-solving abilities. A pre-experimental one-group pretest–posttest design was employed involving 28 tenth-grade students. The instruments included observation sheets of learning activities, a student response questionnaire, and learning achievement tests consisting of a pretest and posttest. Data were analyzed using descriptive and inferential statistics, including N-gain analysis. The findings indicate that students’ learning activities improved across meetings, and their responses toward the flipbook and the learning model were positive, with an average score of 3.03. The mean pretest score increased from 19.29 to 67.14 on the posttest, with an N-gain of 0.60 categorized as moderate. Improvements were also observed across problem-solving indicators, particularly in modeling, strategy selection, and concept application. Overall, the interactive flipbook based on discovery learning proved effective in enhancing conceptual understanding and problem-solving skills, making it a valuable digital resource for mathematics instruction. This study contributes empirical evidence on how discovery learning–based interactive flipbooks selectively enhance different indicators of mathematical problem-solving ability, highlighting their stronger impact on problem representation and strategy formulation compared to interpretation and real-world application.
Meaning in transition: A didactic–hermeneutic inquiry into how the concept of variables transposed from teaching to student understanding Utami, Nadya Syifa; Diana, Hafsah Adha; Sahara, Sani; Yen, Phoong Seuk
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21568

Abstract

The concept of variable is central to algebraic thinking, yet many students struggle to understand it due to how it is introduced in classroom practice. This study investigates the didactic transposition of the meaning of variable from the knowledge intended by the teacher to the knowledge constructed by students. Employing a qualitative approach grounded in the Anthropological Theory of the Didactic (ATD) and hermeneutic analysis, the study examines teaching materials, teacher and student interviews, and students’ written assessments in a junior high school context. The findings reveal an epistemic shift in the meaning of variable: although the teacher intended to introduce variables as unknown quantities within algebraic relationships, classroom instruction predominantly emphasized symbolic manipulation and procedural equation solving. As a result, students interpreted variables as static placeholders for fixed values rather than as quantities that can vary. This led to a restricted, object-based understanding of variables, limiting students’ ability to engage with generalization and relational reasoning. The study concludes that prevailing didactical practices unintentionally simplify and constrain the conceptual richness of variables. This study contributes to the field of mathematics education by advocating for a pedagogical shift that explicitly bridges procedural equation solving with the dynamic and varying nature of algebraic reasoning.

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