cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Krida Singgih Kuncoro
Contact Email
krida.kuncoro@ustjogja.ac.id
Phone
+6285742771889
Journal Mail Official
union@ustjogja.ac.id
Editorial Address
Jl. Batikan, UH III No.1043, Tahunan, Kec. Umbulharjo, Kota Yogyakarta, Daerah Istimewa Yogyakarta 55167.
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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.
Arjuna Subject : -
Articles 3 Documents
 1 
Search results for , issue "Vol 14 No 1 (2026)" : 3 Documents clear
Pre-service mathematics teachers' relational understanding in solving special cases of systems of linear equations in two variables David Pratama; Septiani Yugni Maudy; Warissara Audjam
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22213

Abstract

This study aims to describe the profile of Pre-service Mathematics Teachers' relational understanding in solving special cases of Systems of Linear Equations in Two Variables (SLETV) and to identify the factors underlying the emergence of cognitive impasse during the solving process. Using a qualitative method with a case study approach, the research was conducted on two final-year students at a state university in Karawang through whiteboard observations and unstructured clinical interviews during a comprehensive examination. The findings reveal that while students are proficient in solving routine problems with a single solution, they face a complete standstill when variables are entirely eliminated, such as in 0 = 0 or 0 = c results. Students tend to memorize technical steps without understanding the logical meaning behind the "disappearing variables". The primary factors for this confusion are low sensitivity to mathematical symbols and a reliance on mechanical self-learning from digital media. Although limited to two participants, this study highlights that pre-service teacher who only master technical procedures risk avoiding deeper conceptual teaching in future classrooms. This study concludes that a strong dominance of procedural fluency without relational understanding leads to cognitive impasse when students encounter non-typical algebraic structures. The contribution of this study lies in providing empirical evidence on the gap between procedural mastery and conceptual meaning-making among pre-service teachers, as well as offering critical insights for teacher education programs to design instruction that strengthens symbol sense, relational understanding, and pedagogical readiness in teaching non-routine mathematical cases.
The implementation of an ethnomathematics-based Flipbook–assisted problem-based learning model on students’ critical thinking skills based on cognitive style Marlin Respita Rini; Detalia Noriza Munahefi; Angela Vivian Budianto
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22256

Abstract

Critical thinking skills are essential in mathematics learning; however, students’ critical thinking skills at SMP Negeri 41 Semarang remain relatively low. This study aimed to determine the effectiveness of a Problem-Based Learning (PBL) model assisted by an ethnomathematics-based Flipbook of Semarang City on students’ critical thinking skills and to describe these skills based on cognitive style. The study employed a mixed-methods sequential explanatory design with a true experimental pretest–posttest control group design. The sample consisted of students from classes IX C and IX D in the 2025/2026 academic year, while six students were selected as qualitative subjects based on Field Independent (FI) and Field Dependent (FD) cognitive styles. The results show that the PBL model assisted by the Flipbook was effective, as indicated by individual  and classical mastery . The experimental group achieved a higher N-Gain than the control group and showed a significant difference based on the Independent Samples t-test . Furthermore, students with a Field Independent cognitive style obtained a higher mean score  than those with a Field Dependent cognitive style . Qualitative findings indicate that Field Independent students met critical thinking indicators well, while Field Dependent students met the indicators adequately. In conclusion, the PBL model assisted by an ethnomathematics-based Flipbook is effective in improving students’ critical thinking skills and reveals differences in performance based on cognitive style. This study contributes by providing an integrated instructional approach combining PBL, ethnomathematics, and digital Flipbook media while considering cognitive styles to enhance students’ critical thinking skills in mathematics learning.
Effectiveness of the TARL approach assisted by ZEP QUIZ on students’ conceptual understanding of three-variable linear equation systems Revita Lestari; Rizky Esti Utami; Dhian Endahwuri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22289

Abstract

This study aims to analyze the effectiveness of the Teaching at the Right Level (TARL) approach supported by ZEP QUIZ on students' mathematical concept comprehension abilities in Three Variable Linear Equation Systems (TVLES) material at SMA Negeri 1 Subah. However, studies integrating TARL with digital tools such as ZEP QUIZ in high school algebra remain limited. This study uses a quantitative approach with a posttest-only control group quasi-experimental design. The sample consisted of two classes selected purposively, namely the experimental class that received TARL learning with the help of ZEP QUIZ and the control class that received conventional learning. The research instruments were concept comprehension tests and student activity observation sheets. The data were analyzed using normality and homogeneity tests, Independent Sample t-Test, classical mastery analysis, and simple linear regression. The results showed that the average posttest score of the experimental group significantly outperformed the control group and achieved high classical mastery. Student activity also showed a strong positive effect on conceptual understanding. Thus, the ZEP QUIZ-assisted TARL approach was effective in improving students' mathematical conceptual understanding of TVLES material. This study contributes by providing empirical evidence on the integration of level-based adaptive learning and interactive digital tools to enhance students’ conceptual understanding in high school algebra.

Page 1 of 1 | Total Record : 3

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol 14 No 1 (2026) Vol 13 No 4 (2025) Vol 13 No 3 (2025) Vol 13 No 2 (2025) Vol 13 No 1 (2025) Vol 12 No 1 (2024): Forthcoming Issue (March 2024) Vol 12 No 3 (2024) Vol 12 No 2 (2024) Vol 12 No 1 (2024) Vol 11 No 3 (2023) Vol 11 No 2 (2023) Vol 11 No 1 (2023) Vol 10 No 3 (2022) Vol 10 No 2 (2022) Vol 10 No 1 (2022) Vol 9 No 3 (2021) Vol 9 No 2 (2021) Vol 9 No 1 (2021) Vol 8 No 3 (2020) Vol 8 No 2 (2020) Vol 8 No 1 (2020) Vol 7 No 3 (2019) Vol 7 No 2 (2019) Vol 7 No 1 (2019) Vol 6 No 3 (2018) Vol 6 No 2 (2018) Vol 6 No 1 (2018) Vol 5 No 3 (2017) Vol 5 No 2 (2017) Vol 5 No 1 (2017) Vol 4 No 3 (2016) Vol 4 No 2 (2016) Vol 4 No 1 (2016) Vol 3 No 3 (2015) Vol 3 No 2 (2015) Vol 3 No 1 (2015) Vol 2 No 3 (2014) Vol 2 No 2 (2014) Vol 2 No 1 (2014) Vol 1 No 1 (2013) More Issue