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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 10 Documents
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Search results for , issue "vol 14 no 2 (2026)" : 10 Documents clear
The influence of cognitive ability on students' mathematical literacy errors: A systematic literature review Dea Fitriyani; Iik Nurhikmayati; Olansile Samad Olalekan
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.20243

Abstract

Students’ cognitive ability influences how they comprehend, process, and represent mathematical information, which in turn affects their mathematical literacy performance. This study aims to analyze the influence of cognitive ability on students’ mathematical literacy errors through a Systematic Literature Review (SLR) using the PRISMA framework. From 500 identified articles published between 2021 and 2025, 10 studies met the inclusion criteria and were analyzed using descriptive and thematic analysis. The findings indicate that cognitive characteristics such as field-independent, reflective, and intuitive thinking are associated with better mathematical literacy performance, while field-dependent and impulsive learners tend to experience errors in understanding context, transforming information, and drawing conclusions. The reviewed studies also show that students with stronger analytical cognitive profiles consistently demonstrate fewer mathematical literacy errors. However, most existing studies are qualitative in nature, highlighting the need for more quantitative and mixed-method research to strengthen empirical evidence. This study emphasizes the importance of aligning instructional strategies with students’ cognitive characteristics to reduce errors and improve mathematical literacy. Overall, this review provides insights into how cognitive ability influences mathematical literacy errors and offers implications for adaptive mathematics instruction. This review contributes to mathematics education research by providing an integrated synthesis of cognitive characteristics associated with students’ mathematical literacy errors and identifying directions for cognitively responsive instruction and future empirical research.
Development of mathematics learning media using Google-sites with Teaching at The Right Level to improve problem-solving ability Putriani Putriani; Anton Nasrullah; Vidya Ayuningtyas; Mira Marlina; Sarah Caesarani; Kewwalee Kumyai
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22187

Abstract

This study aimed to develop Google Sites–based mathematics learning media integrated with the Teaching at the Right Level (TaRL) approach to support tenth-grade students’ mathematical problem-solving ability on the topic of exponents. The study was motivated by the need for adaptive and interactive learning media that can accommodate students’ different ability levels. This research employed a Research and Development (R&D) method using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The participants were 30 tenth-grade students from one public senior high school in Banten, Indonesia, selected through purposive sampling for a limited trial. The developed media was evaluated based on validity, practicality, and effectiveness. Validity was assessed through media and material expert validation, practicality was measured using student response questionnaires, and effectiveness was determined based on learning mastery, improvement in problem-solving scores, paired-sample t-test, and N-Gain analysis. The results showed that the media obtained validation scores of 83% from both media and material experts, indicating that it was highly valid. Student responses reached 82.5%, indicating that the media was highly practical. The learning mastery level reached 81.6%, exceeding the predetermined effectiveness criterion of at least 80%. In addition, the average problem-solving score increased from 60% in the pre-test to 80% in the post-test, with a statistically significant difference between pre-test and post-test scores (p < 0.05). These findings suggest that Google Sites–based learning media integrated with the TaRL approach showed potential to support students’ mathematical problem-solving ability in the limited trial context. This study contributes to mathematics education by providing empirical evidence that integrating Google Sites with the Teaching at the Right Level (TaRL) approach can serve as an adaptive digital learning solution that supports differentiated instruction and enhances students' mathematical problem-solving ability.
Learning through explaining: A case study of students' perceptions of oral mathematical communication in a complex variable function course Bill Chairy Rizki Bustaren; Encum Sumiaty; Yusuf Adhitya; Fitri Rahmawati; Jay Fie Paler Luzano
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22921

Abstract

Oral mathematical communication is an important aspect of mathematics learning, particularly in advanced courses that involve abstract and symbolic concepts.  However, previous studies have mainly examined whether explaining improves learning, while less is known about how students perceive where learning occurs during oral explanation in advanced mathematics. This study aims to explore students’ perceptions of oral mathematical communication in a Complex Variable Function course. A qualitative case study design was employed involving 14 mathematics education students who had participated in oral explanation activities during the course. Data were collected through open-ended questionnaires and analyzed using reflexive thematic analysis. The findings revealed three main themes: explaining to understand, learning happens before speaking, and understanding through support and interaction. Students perceived oral explanation not merely as a speaking activity but as a learning process that helped them reorganize ideas, deepen conceptual understanding, and identify gaps in their knowledge. The most meaningful learning experience was often reported during the preparation stage, when students reviewed materials, searched for additional resources, and structured their explanations. Students also emphasized the importance of representations, lecturer feedback, peer discussion, and technological resources in supporting their understanding. The study did not independently measure learning gains but the findings from student’s perceptions suggest that oral explanation activities should be designed as structured learning experiences that include preparation, representation, interaction, and feedback.
Identifying key predictors of school-level mathematics performance using statistical and machine learning techniques: Evidence from Tanzanian secondary schools Emmanuel Deogratias; Ratera Mayar
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.21071

Abstract

Mathematics achievement in Tanzanian secondary schools remains persistently low, yet national examination reporting is largely descriptive and offers limited insight into how performance is structured across schools. This study integrated classical statistical inference with machine learning to examine school-level mathematics performance using 2024 Certificate of Secondary Education Examination (CSEE) data published by the National Examinations Council of Tanzania (NECTA). The analytic sample comprised school-level grade distributions (Grades A, B, C, D, and F) and candidate totals for 22 schools drawn from four regions: Dar es Salaam, Morogoro, Mwanza, and Mtwara. Analyses were conducted in MATLAB R2022b and combined one-way analysis of variance (ANOVA), k-means clustering, a pruned regression decision tree, Pearson correlation analysis, principal component analysis (PCA), and multiple linear regression. The ANOVA yielded no statistically significant difference in overall mathematics performance across regions, F(3, 20) = 2.75, p = 0.07, a near-threshold result that should be read cautiously given the limited number of schools. Clustering nevertheless partitioned schools into three groups of markedly different grade profiles, indicating that variation within regions was more pronounced than variation between them. The regression tree identified the number of candidates attaining Grade A as the primary splitting variable, with Grades C and D contributing secondary distinctions. Correlation analysis showed that adjacent grade categories co-varied positively while top and bottom grades were inversely associated, and PCA indicated that no single component dominated the grade structure. A multiple regression model explained 90.4% of the variance in the composite performance score, with Grade A and Grade C counts emerging as the strongest predictors; because total enrolment is the exact sum of the grade counts, the model was rank-deficient and its explanatory power is partly definitional. The findings suggest that raising school mathematics performance requires simultaneous attention to the upper tail and to the large body of moderately achieving learners, and they demonstrate both the promise and the interpretive limits of applying integrated statistical and machine learning methods to aggregated national examination data.
Analysis of mathematical problem-solving processes of Islamic religious education students on zakat material with low numeracy literacy Chintia Putri Wulandari; Lovi Leoni; Elya Yudiasfira; Shahzadi Hina Sain
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.21665

Abstract

This study examines the mathematical problem-solving processes of Islamic Religious Education (IRE) students in solving zakat-related problems from the perspective of low numeracy literacy. Numeracy literacy is essential because it enables students to interpret quantitative information and apply mathematical reasoning in religious contexts such as zakat, which requires both conceptual understanding and accurate calculation. However, many IRE students experience difficulties in solving zakat problems, particularly at low levels of numeracy literacy. This research employed a descriptive qualitative design involving 29 IRE students, one of whom, a student with low numeracy literacy, was selected for in-depth analysis. Data were collected through written tests, observations, and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing, with triangulation applied across the data sources. The findings reveal that students with low numeracy literacy tend to approach problems mechanically by directly applying the 2.5% zakat rule without adequately understanding the context, interpreting data, or constructing appropriate mathematical models. Their problem-solving processes show weaknesses across all stages, including limited planning, inaccurate modeling, and a lack of evaluation and reflection. These results indicate that low numeracy literacy affects not only the accuracy of solutions but also the overall thinking process. Therefore, integrating mathematical modeling, structured problem-solving stages, and reflective evaluation in zakat instruction is essential for fostering meaningful and contextual learning. This study contributes a process-oriented account of how low numeracy literacy constrains contextual interpretation, mathematical modeling, and reflective evaluation in zakat problem solving, thereby providing an empirical basis for integrating numeracy development into religious education.
Mathema’s tics in the cultural manifestation of Zambiapunga: A Systematic Literature Review José Lucas Matias de Eça; Zulma Elizabete de Freitas Madruga
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22624

Abstract

The expression “mathema’s tics”, coined by Ubiratan D’Ambrosio, designates the etymological root of Ethnomathematics (ethno + mathema + tics), which means the set of techniques, arts, methods and ways of proceeding (tics) mobilized by a given social group (ethno) in the interpretation, understanding, explanation and management of its reality (mathema). Considering this concept, the present study aims to analyze how the mathematical practices present in the diverse repertoire of knowledge and practices originating from the Zambiapunga cultural manifestation have been discussed in literature. To this end, a systematic literature review was conducted on the cultural expression of Zambiapunga to establish a scientific epistemology, of a mathematical nature, based on the ancient knowledge and practices of Bakongo people produced and practiced within this ancestral tradition. To obtain the data, the main platforms in the educational context were used, both nationally and internationally, and analyzed using a qualitative approach. The review process returned 21 sources, which form the broader corpus of data. However, only four of these sources specifically address mathematical practices; therefore, they alone make up the corpus of analysis in this study. Findings show that Zambiapunga constitutes a fertile cultural field of mathematizations, which is expressed in the knowledge and practices of members of this centuries-old tradition and reveals formative potential emerging from its cultural dynamics. Furthermore, the analysis points to a low number of studies focusing on the mathematical knowledge and practices present in Zambiapunga. After all, this centuries-old tradition possesses a vast repertoire that can be mathematized, with the aim of contributing to the teaching and learning process of mathematics.
Development of PolyQuest educational game using Construct 3 to stimulate students' learning interest in polynomials Ahmad Faizun; Elsa Komala; Sarah Inayah; Md. Fajlay Rabbi
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22901

Abstract

Interest in learning mathematics is an important factor influencing students' success in understanding mathematical concepts. In the digital era, technological advancements provide opportunities to create interactive and engaging learning experiences through digital media. This study aimed to develop the PolyQuest Educational Game using Construct 3 as a digital learning medium to stimulate students' interest in learning polynomial concepts. The study employed the Research and Development method with the ADDIE model, comprising the Analyze, Design, Develop, Implement, and Evaluate stages. The product was evaluated through expert validation and a preliminary small-scale classroom trial involving two mathematics teachers and eight eleventh-grade students from a senior high school in Cianjur, who were selected through purposive sampling. Data were collected using expert validation sheets, practicality questionnaires, and a students' learning-interest questionnaire, and were analyzed descriptively using a five-point Likert scale. PolyQuest obtained a mean validity score of 91%, derived from material validation (90%) and media validation (92%), a practicality score of 96%, and a mean learning-interest score of 93%, all of which fall into the highest category of the assessment criteria. These findings indicate that PolyQuest is a valid and practical learning medium with the potential to foster students' interest in learning mathematics, although its effectiveness still requires confirmation through larger-scale field testing. This study contributes a Construct 3-based platformer game that embeds polynomial problem-solving, progressive levels, and immediate feedback within a single learning environment, thereby offering teachers a ready-to-use medium and developers a design reference for senior high school mathematics.
Development of context-based interactive PowerPoint media to enhance junior high school students’ mathematical problem-solving skills Seli Razna Helia; Ana Setiani; Pujia Siti Balkist; Dadan Rahmat
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.23025

Abstract

This study aimed to develop context-based interactive PowerPoint media and to evaluate its validity, practicality, and the outcomes of its implementation for junior high school students’ mathematical problem-solving skills. The study employed the Research and Development (R&D) method, adapting the ADDIE development model. The product was evaluated through implementation with a single group using a one-group pretest–posttest design without a control group, involving 30 seventh-grade students of Class VII-C at SMP Negeri 2 Takokak. Data were collected using validation sheets completed by subject-matter and media experts, practicality questionnaires distributed to teachers and students, and mathematical problem-solving tests administered at the pretest and posttest stages. The developed media obtained validity ratings of 97.58% from subject-matter experts and 91.67% from media experts, placing it in the “highly valid” category. Practicality was confirmed by very positive teacher responses of 97.62%, while student responses reached 83.85% in the small-group test and rose to 88.72% in the field test, indicating that the media is very practical. Implementation was also accompanied by an improvement in students’ mathematical problem-solving skills, as shown by an increase in the mean score from 49.85 to 89.69, a 100% mastery rate, and an N-Gain of 0.80, which falls into the “high” category. Based on the results of the Wilcoxon Signed-Rank Test, all students achieved higher posttest scores compared to their pretest scores (Positive Ranks = 30; Negative Ranks = 0). Because the evaluation involved only one group without a control group, the findings indicate an improvement in mathematical problem-solving skills following implementation of the media, but they cannot yet establish a cause-and-effect relationship. Overall, the context-based interactive PowerPoint media developed in this study demonstrates a very high level of validity and practicality, and its implementation was followed by an increase in students’ mathematical problem-solving skills.
Developing 'Pizza for Circles' media: A preliminary study on enhancing seventh-grade students' conceptual understanding Thevando Inteng Sukendro; Putri Fitria Hermalina; Karunia Karunia; M Aziz Alhakim R; Meryansumayeka Meryansumayeka; Zulkardi Zulkardi; Budi Mulyono; Hapizah Hapizah; Elsa Susanti
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22649

Abstract

This study aimed to develop a mathematics learning tool called “Pizza for Circles” to help students better understand the concept of circles. Students often memorize formulas without grasping the underlying concepts, particularly the area and circumference of a circle, which is the problem this study addresses. A research and development method was used to create manipulative and visual media supported by a website as a learning aid. This media presents a circle as a pizza divided into eight slices, illustrating the relationships among its components. A one-group pretest–posttest design was applied to a small group of three seventh-grade students. The media was validated by two experts, achieving 98.75% for material content and 86.4% for media design, both of which fall in the highly valid category. A small-group trial with the same three students showed a descriptive increase in the mean score from 2.0 to 5.83 out of 10 after a single-session intervention, corresponding to a normalised gain of 0.48 (medium category). Because the sample was very small, the results were not tested inferentially; nevertheless, they indicated an improvement in students’ understanding, as evidenced by higher post-test scores than pre-test scores. These results suggest that the “Pizza for Circles” media can aid in the initial understanding of circle concepts through a visual and manipulative approach. Further research with a larger sample and a longer learning period is nevertheless required before any claim of effectiveness can be made.
The effectiveness of the contextual teaching and learning model on mathematical literacy skills in terms of learning motivation Fauziah Rahmah; Fadhilah Rahmahwati; Rifki Hamdani
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22911

Abstract

Mathematical literacy is an essential competency that enables students to apply mathematical knowledge to solve real-world problems. However, students' mathematical literacy achievement remains relatively low, indicating the need for more effective instructional approaches. This study aimed to examine the effectiveness of the Contextual Teaching and Learning (CTL) model on students' mathematical literacy across different levels of learning motivation in trigonometry. A quantitative approach was adopted, using a quasi-experimental, nonequivalent posttest-only control group design. An initial mathematical ability test was administered solely to examine baseline equivalence between the groups before the intervention. The participants were 47 eleventh-grade students of SMA Mutual Magelang, consisting of an experimental class taught using the CTL model and a control class taught through direct instruction over four 90-minute instructional meetings. Data were collected using a mathematical literacy test and a learning motivation questionnaire and were analyzed using a two-way ANOVA with unequal cell frequencies. The results revealed significant effects of the learning model (F = 4.762,p < 0.05) and learning motivation (F = 26.217,p < 0.05) on students' mathematical literacy. However, no statistically significant interaction effect was found between the learning model and learning motivation (F = 0.061,p > 0.05). Students taught using the CTL model achieved higher mathematical literacy scores than those taught through direct instruction. These findings suggest that the CTL model is effective in improving students' mathematical literacy and that learning motivation is associated with differences in mathematical literacy achievement under the conditions of the present study.

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