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.
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<![CDATA[PENERAPAN PEMBELAJARAN JIGSAW DALAM UPAYA MENINGKATKAN MINAT DAN PRESTASI BELAJAR MATEMATIKA ]]>
<![CDATA[Romi Bahari]]>;
<![CDATA[Esti Harini]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.320
<![CDATA[The purpose of this research were to describe cooperative learning process in jigsaw type that increased interest and mathematics achievement of class VII A’s students in MTs N Maguwoharjo Sleman in academic year 2013/2014. The subject of this research was students of class VII A are in MTs N Maguwoharjo Sleman totaling 32 students. The objects of this research were interests and matematics achievement using the Jigsaw cooperative learning model class VII A of MTs N Maguwoharjo Sleman. The results shows that after Jigsaw cooperative learning is applied, interest and achievement of students has increased. This can be shown by an increasing average value of students' learning interest from 58.14 in the pre-action to 72.98 after action. Learning achievement of students is also increased, judging from the average value of 59.18 to 65.26 in at the end of the cycle I, and increased again at the end of the cycle II that is 73.61. While the completeness percentage of students (with KKM 70) is also increased, which are  the pre-action amounted to 40.63% increased to 59.38% in the cycle II. Considering the Jigsaw cooperative learning can increase interest and learning achievement of students, it is recommended that mathematics teachers can apply this learning type.]]>
<![CDATA[UPAYA MENINGKATKAN MINAT DAN PRESTASI BELAJAR MATEMATIKA MENGGUNAKAN METODE PERMAINAN PADA SISWA KELAS V SD N 1 KAYUMAS KECAMATAN JATINOM ]]>
<![CDATA[Margono Margono]]>;
<![CDATA[Benedictus Kusmanto]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.302
<![CDATA[The purpose of this study was to determine the learning process of mathematics with a game method in class V SD N 1 Kayumas the District Jatinom increase interest and achievement in mathematics learning of the school year 2013/2014. The hypothesis of this study is the action in the game method can improve interest and achievement of fifth grade students learn math elementary N 1 Kayumas Jatinom District of Academic Year 2013/2014. This research is Classroom Action Research (CAR). The subjects were fifth grade students of SDN 1 Kayumas District of Jatinom 2013/2014 academic year. While the object of this study is the interest and learning of mathematics achievement using games in mathematics fifth grade students of SDN 1 Kayumas District of Jatinom 2013/2014 academic year. Data collection techniques in this study was done by observation, questionnaires, documentation and testing. The test instrument used was a questionnaire test student interest include test validity and reliability, the test trials that include testing the validity, power difference, level of difficulty and reliability. Data analysis techniques for observation sheets and questionnaires carried out by calculating the percentage interest of each indicator, whereas for mathematics learning achievement tests performed by calculating the average value of the class and percentage of completeness students. The results show that after learning the methods applied games, interests and learning mathematics achievement of students has increased. This can be shown by an increase in the percentage average of student interest in the pre-action 51.08% 77.95% into the after action. Mathematics learning achievement of students also increased, judging from the average value of 46.03 in the pre cycle becomes 69.72 at the end of the first cycle, and increased again at the end of the second cycle becomes 80.90. While the percentage of completeness students (with KKM 68) also increased in the pre-action ie by 12.5% to 65.62% in the first cycle, increased again in the second cycle becomes 81.25%. Given the method of learning the game can increase interest and achievement of students learning mathematics, it is suggested that mathematics teachers can apply the learning.]]>
<![CDATA[ANALISIS KESALAHAN BUKU PELAJARAN MATEMATIKA SMP KELAS VII KURIKULUM 2013 TERBITAN KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN REPUBLIK INDONESIA 2013 ]]>
<![CDATA[Eko Budi Pranyoto]]>;
<![CDATA[A. A Sujadi]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.314
<![CDATA[The purpose of this research is to determinate errors found in “ Matematika SMP Kelas VII Kurikulum 2013†book issued by The Ministry Of Education And Cultures of The Republic Of Indonesia 2013. The aim is used to draw a conclusion about the quality of the book. The research is qqualitative researches that use constan comparative method as the analysis. All of the datum are being identified and are being classified based on the types of errors found in the book. The research uses the degree of trust which is done peers discussion. There are four errors found in the book, they are: (1) miss-concept error, (2) computation error, (3) graphic error and, (4) redaction error. According to the point of view, the book is not maximum in quality yet and still need a revising in order to reach the original goal of the book manufacturing.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) SEBAGAI UPAYA MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR MATEMATIKA SISWA KELAS VII D SMP NEGERI 1 NGLIPAR TAHUN AJARAN 2013/2014 ]]>
<![CDATA[Kamdani Kamdani]]>;
<![CDATA[Agustina Sri Purnami]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.297
<![CDATA[The purpose of the study to describe the process of cooperative learning Numbered Heads Together (NHT) in order to increase learning activity and mathematics achievement of class VII D SMP N 1 Nglipar. This research was Classroom Action Research (CAR) conducted a minimum of two cycles. The subjects of this study were students of class VII D SMP N 1 Nglipar totaling 32 students. The object of this study were learning activity and mathematics achievement. The results showed that learning activity and mathematics achievement have increased. This is indicated by the average percentage of observation sheet result of student learning activity by 60,93% first cycle and 81,77% in the second cycle. Results of students mathematics learning achievement test, the average value of mathematics learning achievement at 57,18 pre-cycle, the first cycle increased to 69,44 and the second cycle increased to 74,56. Based on the results of the implementation of cooperative learning Numbered Heads Together (NHT) model can increased learning activity and mathematics achievement.]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN SNOWBALL THROWING MELALUI PEMANFAATAN PRIZED CHART TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII SMP N 11 YOGYAKARTA ]]>
<![CDATA[Yuli Alfiah]]>;
<![CDATA[Tri Astuti Arigiyati]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.305
<![CDATA[The purpose of this research to determine whether cooperative learning model through the use of snowball throwing prized chart is more effective than conventional learning model to mathematics learning outcomes seventh grade students of SMP Negeri 11 Yogyakarta. The population consisted of 137 students were divided into four classes. The sample selection is in this study using cluster random sampling technique. Data analysis techniques in this study using t-test, and than compares tobservated with ttable, with df = n1 + n2 -2, and α = 5%. If tobservated  ttable , then Ho is refused, meaning that the average score of the achievement of the experimental classes are better than the average score of the achievement of the control class. The research is found that the average achievement scores (gain) = 4.64 and the experimental class average achievement scores (gain) control class = 3.48. Obtained with  and  tobservated = 2,214 > ttable = 1,645 then Ho is refused, it means the average achievement scores (gain) achievement test on the subject of rectangular and square in the experimental classes are better than the control class. So it can be concluded that the cooperative learning model through the use of snowball throwing prized chart is more effective than conventional learning model to mathematics learning outcomes seventh grade students of SMP Negeri 11 Yogyakarta.]]>
<![CDATA[UPAYA MENINGKATKAN KEMANDIRIAN DAN HASIL BELAJAR MATEMATIKA MELALUI WHO WANT TO BE A STAR CLASS PADA SISWA KELAS VIII A SMP NEGERI 1 ADIMULYO KABUPATEN KEBUMEN ]]>
<![CDATA[Viva Dewi Yuliana]]>;
<![CDATA[A. A Sujadi]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.315
<![CDATA[The objectives of this study are to describe (1)) learning process by using Who Want To Be a Star Class to improve students’ learning achievement of mathematics and (2) learning process by using Who Want To Be A Star Class to improve students’ independence in learning mathematics This study reports that (1) there was an average score improvement 63.33 in pre cycle and 67.27 in cycle with the percentage 40%. There was an average score improvement from 63.33 in cycle I and 72.8 in cycle II with the interval score between 75 – 100. Based on the results of analysis, the average score of cycle II was 74 with the percentage 66.67%. (2) Based on the results of analysis, there were 8 respondents in high category (26.67%), 8 respondents in enough category (26.67%), and 14 respondents in low category (46.66%). It could be concluded that the students’ learning independence in cycle I was in low category (46.66%). In cycle II, there were 14 respondents in high category (46.67%), 12 respondents in enough category (40%), and 4 respondents in low category (13.33%). It could be concluded that the students’ learning independence in cycle I was in high category (46.67%). It could be concluded that the students’ learning independence in cycle II was in high category (46.67%). So, successful indicator had been reached out.]]>
<![CDATA[PENINGKATKAN MINAT DAN PRESTASI BELAJAR MATEMATIKA MENGGUNAKAN MODEL STUDENT TEAM ACHIEVEMENT DIVISION PADA SISWA KELAS VIIIC TAMAN DEWASA IBU PAWIYATAN YOGYAKARTA TAHUN PELAJARAN 2013/2014 ]]>
<![CDATA[Noviana Yuliastuti]]>;
<![CDATA[Benedictus Kusmanto]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.298
<![CDATA[The purpose of this research was to improve the interest and learning achievement in mathematic of student of class VIIIC Taman Dewasa Ibu Pawiyatan Yogyakarta using cooperatif learning type student team achievement division (STAD). The subjects of this research was student of class VIIIC Taman Dewasa Ibu Pawiyatan totaling 24 student. The object of this research was learning interest and mathematic learning achievement. The result showed that after application of using cooperatif learning student team achievement division (STAD) in class VIIIC Taman Dewasa Ibu Pawiyatan Yogyakarta, learning interest and mathematic learning achievement of student has increased. This was indicated by an increase in the result percentage average learning interest score of 69,098% in the pre-action, whereas at the first cycle improves with average percentage 70,834%. In the second cycle improve to 79,376%. Mathematic learning achievement of student also increased. At the beginning of the test the ability of students who meet the KKM is 37,50%. In the first cycle, the persentage increased to 45,83%. In the second cycle the percentage increased to 75,00%.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER (NHT) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEBIASAAN BELAJAR SISWA KELAS VIII SMP N 12 YOGYAKARTA ]]>
<![CDATA[Alexandra Yunita Kristanti]]>;
<![CDATA[Benedictus Kusmanto]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.307
<![CDATA[This research aims investigate the effect of Numbered Head Together (NHT) learning model towards students’achievement in learning mathematics based on students’ learning habit to the eighth grade students of SMP N 12 Yogyakarta in academic year 2013/2014. The population of this research was eighth grade student of  SMP N 12 Yogyakarta which consist of 5 classes. The sample of the research was 2 classes which were taken by cluster sampling technique. The data were collected by using students’ learning achievement and questionnaire of learning habit. The data were analyzed by using two-way analysis of variance. The result of the research shows that (1) the students’ learning achievement who are taught using Numbered Head Together (NHT) learning model has same achievement as the students who are taught using conventional learning model, (2) the students’ learning achievement who have good habit in learning mathematics are better that the students who are not have it, (3) students’ achievement who have good learning habit in learning mathematics and are taught by using conventional learning model are better than the student who are taught by using Numbered Head Together learning model, (4) students’ achievement who have no good learning habit in mathematics and are taught by using Numbered Head Together learning model are better than the student who are taught by using conventional learning model, (5) student’ achievement in mathematics who are taught by using Head Together learning model and have good learning habit are better than the student who have no good learning habit, (6) student’ achievement in mathematics who are taught by using conventional learning model and have good learning habit are better than the student who have no good learning habit.]]>
<![CDATA[UPAYA MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR MATEMATIKA MELALUI STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) SISWA KELAS VII A SMP N 2 KALIBAWANG ]]>
<![CDATA[Arum Juli Surani]]>;
<![CDATA[Benedictus Kusmanto]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.317
<![CDATA[The aim of this research was to describe about teaching learning process using Student Teams Achievement Division (STAD) to increase student’s active and study result to the eleventh grade student’s at SMP N 2 Kalibawang. The hypothesis of this research was applying Cooperative could increase student’s active and student’s study result. This research was Classroom Action Research (CAR) collaboratively. The research result showed that after applying Cooperative Student Teams Achievement Division (STAD) in teaching learning process, the student’s active increasing. Before this research the students were passive to listen to the teacher’s explanation but after this research the students were more active to ask and discuss in group. Means student’s score increased, first 56,72 score, increasing in first cycle was 67,41 and increasing second cycle was 70. From the result above, it showed that Cooperative Student Teams Achievement Division (STAD) method could increase student’s active and study result.]]>
<![CDATA[SELF REGULATION LEARNING UNTUK MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIIA SMP TAMAN DEWASA IBU PAWIYATAN YOGYAKARTA TAHUN AJARAN 2013/2014 ]]>
<![CDATA[Ana Kusumaning Wardani]]>;
<![CDATA[A. A Sujadi]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 3 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v3i2.299
<![CDATA[The aim of this study was to describe the learning process of mathematics through Self Regulation Learning strategy in improving the students’ motivation and achievement on the seventh grade students of SMP Taman Dewasa Ibu Pawiyatan Yogyakarta in the academic year 2013/2014. The study was a Classroom Action Research (CAR). The subject of the study was the students of VII Aat SMP Taman Dewasa Ibu Pawiyatan Yogyakarta in the academic year 2013/2014 which consists of 28 students. The object of the study was the learning process and the result obtained from the implementation of Self Regulation Strategy. The techniques of data collection were observation, questionnaire, test and documentation. The technique of data analysis for students’ motivation was obtained from calculating the questionnaire’s score taken from percentage on each aspect, and for the students’ achievement was obtained from calculating the avarage test score and percentage that fulfilled the KKM score. The result of the study showed that the students’ motivation and achievement could be increased through Self Regulation Learning Strategy. It was proved by the improvement of average questionnaire’s score of the students’ motivation from 59.26% in pre-cycle to 68.62% in cycle I and then 84.54% in cycle II. The learning achievement was also increased which could be seen from the average score from 61.429 in pre-cycle to 66.905 in cycle I and 79.911 in cycle II. Moreover, the students’ KKM score (70) was also increased from 35.71% in pre-cycle to 60.71% in cycle I and 79.91 in cycle II. It was suggested that mathematics teachers could apply this effective strategy in their teaching and learning process.]]>
