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[EFEKTIVITAS METODE DRILL TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN AWAL SISWA ]]>
<![CDATA[Susiana Pujiastuti]]>;
<![CDATA[Esti Harini]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1238
<![CDATA[Abstract: This study held to improve determine the differences in student achievement in drill methods and conventional learning, to determine learning achievement which one is better among students who have prior knowledge of high, medium, and low, to determine whether there is an interaction between learning methods and prior knowledge on learning achievement. This study was a quasi-experimental research with the population and a sample of 40 students. The sampling technique with saturated sampling. The validity of the items with product moment and reliability with KR-20. Hypothesis testing technique with two way analysis of variance. The results of this study are: learning with drill method is more effective than the conventional learning (FA>Ftable); student achievement with high study prior knowledge better than students with moderate and low prior knowledge (FB>Ftable); there is no interaction between teaching methods and students' prior knowledge for learning achievement (FAB<Ftabel). Thus, from the results of this study are learning mathematics by using the drill method can be used to improve student achievement.]]>
<![CDATA[MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN MAKE A MATCH SISWA KELAS VIII A SMP N 2 TEMON KABUPATEN KULON PROGO ]]>
<![CDATA[Melanza Agata Herlikano]]>;
<![CDATA[A. A Sujadi]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1023
<![CDATA[The purpose of this study is to enhance the activeness and the result of study of mathematic of students of class VIII A by using learning model Make A Match in SMP N 2 Temon district of Kulon progo Year of 2014/2015. The subjects of this study were students of class VIII B SMP N 2 Temon totaling 29 students.Data Collecting tecniques of this study are done by observation sheets, documents, and tests. The result of study shows that after applying learning model Make A Match, the activeness and the result of study are increasing. They can be indicated by increasing percentage of average result of students’ acteveness based on observation sheet for each cycle, i.e. students’ activeness in cycle I is 57.10% and 75.98% for cycle II. The average rate of the result of study of students’ mathematics increases from 35.90% to 64.77% in cycle I, becomes 71.26% in cycle II. As learning model of Make A Match increases students’ activeness and also the result of study on mathematics, it is better for schools to apply such learning model.]]>
<![CDATA[MODEL SNOWBALL THROWING UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MATEMATIKA KELAS VII-A SMP KARTIKA XII-1 ]]>
<![CDATA[Agustina elferasari]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1239
<![CDATA[Abstarct: The purpose of this research for improve the motivation and the study result of the student in the mathematic lessons using cooperative learning type Snowball throwing in the VII A grade of the SMP kartika XII-1 Magelang. The type of this research is a classroom action research. The subject of the research are the students grade VII A SMP Kartika XII-1 Magelang it consists of 20 students. The objective of the research is motivation and mathematic learning result by using a cooperative model in snowball throwing type. The result of the study shows that after this learning model, students’ motivation and study result has an increase. Students’ motivation has increase in pre cycle from 68% become 79,5% in cycle II. Beside that the subjection average of students study result has an increase in pre cycle shows 64,25 with Minimum Completenes Criteria ‘KKM’ is 35 % consists of 7 students. In cycle I has an increase become 69,67 with KKM is 60 % consist of 12 students where as in cycle II shows the increase become 77,94 with KKM is 80% consist of 16 students.]]>
<![CDATA[IMPLEMENTASI PENDEKATAN PEMBELAJARAN AKTIF, KREATIF, EFEKTIF DAN MENYENANGKAN DITINJAU DARI HASIL BELAJAR ]]>
<![CDATA[Hermanus Iwan Putra]]>;
<![CDATA[Anton Nasrullah]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1073
<![CDATA[Upaya yang dilakukan oleh guru dalam meningkatkan hasil belajar matematika adalah dengan memilih metode pembelajaran yang sesuai dengan tujuan yang ingin dicapai. Salah satu metode pembelajaran adalah dengan menggunakan pendekatan PAKEM (Pembelajaran Aktif, Kreatif, Efektif dan Menyenangkan). Tujuan penelitian adalah untuk mengetahui pengaruh pembelajaran matematika dengan pendekatan PAKEM terhadap hasil belajar siswa, dan untuk mengetahui sikap siswa terhadap pembelajaran matematika tersebut. Penelitian ini menggunakan pendekatan kuantitatif dan metode quasi-experiment desain yang digunakan adalah non-equivalent control group. Pada desain ini, kelompok kelas yang sudah ada kemudian dipilih secara tidak acak untuk menentukan kelas eksperimen dan kelas kontrol. Kelas eksperimen diberi perlakuan pembelajaran matematika dengan menggunakan PAKEM sedangkan kelas kontol diberi perlakuan pembelajaran konvensional. Hasil penelitian adalah siswa yang memperoleh pembelajaran matematika dengan pendekatan PAKEM lebih baik daripada siswa yang memperoleh pembelajaran konvensional. Selanjutnya siswa pada umumnya menunjukkan sikap yang positif terhadap pembelajaran matematika dengan pendekatan PAKEM.]]>
<![CDATA[MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR MATEMATIKA DENGAN MENGGUNAKAN METODE BAMBOO DANCING ]]>
<![CDATA[Dwi Novianto]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1240
<![CDATA[The purpose of this study to describe the learning process Bamboo Dancing method to improve the activity and grade students' mathematics learning outcomes of class XI TKJ SMK N 1 Binangun, Cilacap. This type of research is the Classroom Action Research ( CAR). The subjects were students of class XI TKJ SMK Negeri 1 Binangun , Cilacap , which amounts to 40 students. Object in research is liveliness and mathematics learning outcomes. The results showed that after learning of mathematics applied to the method of Bamboo Dancing the liveliness and mathematics learning outcomes increased . Learning activeness of students has increased from the first cycle the average percentage of student activity by 48.5 % in the second cycle to 68 % . Mathematics learning outcomes of students also increased visits from the average value of 52.9 students' abilities early in the first cycle to 67.29 and the second cycle the average value becomes 82.5. KKM attainment percentage also increased from 15 % at the start capability , in the first cycle to 60 % and to 82.5 % in the second cycle. Thus Teachers are encouraged to apply the methods of Bamboo Dancing , as an alternative learning method to enhance the activity and student learning outcomes .]]>
<![CDATA[PENINGKATAN KEMAMPUAN BERFIKIR KRITIS MAHASISWA MELALUI PEMBELAJARAN SAVI DENGAN MENGOPTIMALKAN MATH EXPERT ]]>
<![CDATA[Fitria Khasanah]]>;
<![CDATA[Cynthia Tri Octavianti]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1219
<![CDATA[ABSTRAK. Berdasarkan hasil pengamatan yang dilakukan saat kegiatan pembelajaran, peneliti menemukan masih rendahnya respon mahasiswa terhadap stimulus yang diberikan dosen berupa perhatian, dan menjawab pertanyaan dari dosen. Mahasiswa merasa malu, takut, dan kurang percaya diri dalam mengemukakan pendapat  maupun menanyakan       hal-hal yang belum mereka pahami. Hal ini terjadi akibat kurangnya kemampuan berpikir kritis mahasiswa. Penerapan pembelajaran matematika yang melibatkan ICT (math expert) dengan mengimplementasikan model pembelajaran SAVI mempunyai potensi untuk mengatasi rendahnya kemempuan berfikir kritis mahasiswa. Berdasarkan uraian di atas tujuan penelitian ini adalah pembelajaran SAVI dengan mengoptimalkan Math Expert dapat meningkatkan kemampuan berpikir kritis mahasiswa.Penelitian ini dengan pendekatan deskriptif kualitatif. Subjek penelitian adalah mahasiswa yang mengambil mata kuliah kalkulus II. Data penelitian berupa data tes hasil belajar mahasiswa, dan motivasi mahasiswa terhadap Pembelajaran SAVI dengan Mengoptimalkan Program Math Expert. Untuk menjaga keabsahan data dilakukan dengan kegiatan triagulasi, dan pemeriksaan sejawat.Penelitian dilaksanakan dalam dua sesi, masing-masing tahapan dalam penelitian ini, yaitu (1) Somatic; (2) Auditory; (3) Visualization; dan (4) Intellectualy. Secara klasikal peningkatan kemampuan berpikir kritis dapat dilihat dari hasil tes yang dilaksanakan sebelum dilakukan tindakan dan disetiap akhir sesi. Rata-rata kemampuan berpikir kritis mahasiswa pada tes pra-tindakan adalah 55.17 (Kategori Cukup) pada pra-tindakan, 63.80 (Kategori Cukup) pada sesi I dan 79,43 (Kualifikasi Tinggi) pada sesi II. Dengan demikian dapat disimpulkan bahwa penerapan Pembelajaran SAVI dengan Mengoptimalkan Program Math Expert dalam meningkatkan kemampuan berfikir kritis mahasiswa.]]>
<![CDATA[PENGARUH STRATEGI METAKOGNITIF TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI PERSEPSI SISWA TERHADAP PELAJARAN MATEMATIKA ]]>
<![CDATA[Suratmi Suratmi]]>;
<![CDATA[Agustina Sri Purnami]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1241
<![CDATA[The purpose of this research is to know about students problem solving ability between students who implemented metacognitive strategy and conventional strategy,  to know about students problem solving ability between student who have high perception, medium perception dan low perception in mathematics, and to know about interaction between of strategy and perception. This research is quasy experimental. The population of this research were students of class VIII SMP Negeri 3 Karangreja year 2014/2015. The sample of this research were 2 class which is 63 students with cluster random sampling technique. Data analysis is used descriptive analysis dan two ways Anava or F-test. The result of this research showed that: The problem solving ability of experiment class better than control class  that is ; The problem solving ability of student who have high perception is better than medium and low perception, the problem solving ability of students who have medium perception is equal with low perception  that is , and there is no interaction between of strategy and level of perception in problem solving ability  that is .]]>
<![CDATA[PERBEDAAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT DAN TPS DITINJAU DARI HASIL BELAJAR MATEMATIKA SISWA KELAS 5 SD ]]>
<![CDATA[evan saputra]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1035
<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan keefektifan pembelajaran menggunakan model pembelajaran NHT dibandingkan dengan model TPS. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimen semu menggunakan model counterbalance design. Subjek penelitian ini adalah siswa kelas 5 SDN Boto 01 dan siswa kelas 5 SDN Boto 02. Teknik analisis data pada hasil penelitian ini menggunakan teknik deskriptif dan teknik statistik ANAVA. Dari uji ANAVA diperoleh hasil uji pada taraf signifikansi/probabilitas 0,000 karena nilai probabilitas < 0,05 maka hipotesis diterima. Maknanya hasil belajar Matematika pada siswa kelas 5 SDN Gugus R.A Kartini dalam penerapan pembelajaran model NHT lebih tinggi dari pada TPS. Perbedaan dari hasil belajar Matematika didukung dengan perbedaan rata-rata dari dua sampel, hasil belajar penerapan model NHT memperoleh rata-rata 78,67 sedangkan model pembelajaran TPS memperoleh rata-rata 73. Artinya adalah pemberian treatment model NHT memberikan dampak hasil belajar yang lebih tinggi dan berbeda dari model TPS.]]>
<![CDATA[Pengaruh Pembelajaran Matematika Realistik Terhadap Kemampuan Pemahaman Matematis dan Keyakinan Diri Siswa SMP ]]>
<![CDATA[Imran Nursiddik]]>;
<![CDATA[Muchamad Subali Noto]]>;
<![CDATA[Wahyu Hartono]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1085
<![CDATA[Rendahnya kemampuan pemahaman matematis dan keyakinan diri siswa menyebabkan siswa kesulitan dalam memahami materi dan menyelesaikan permasalahan, sehingga siswa merasa takut akan pelajaran matematika yang diyakini terasa sulit. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran matematika realistik terhadap kemampuan pemahaman matematis dan keyakinan diri siswa. Metode penelitian yang dilakukan adalah quasi eksperimen dengan populasi seluruh siswa kelas VII SMP Negeri 14 Kota Cirebon. Teknik pengambilan sampel yang digunakan yaitu teknik sampel purposive dengan jumlah siswa sebanyak 68 orang. Instrumen yang digunakan yaitu soal kemampuan pemahaman matematis, angket respons dan angket keyakinan diri. Analisis yang digunakan yaitu analisis uji perbedaan rata-rata kemampuan pemahaman matematis. Hasil dari penelitian ini adalah: (1) terdapat pengaruh yang dilihat dari perbedaan rata-rata nilai kemampuan pemahaman matematis siswa dengan nilai kemampuan pemahaman matematis siswa pada kelas eksperimen lebih baik dibandingkan dengan kelas kontrol; (2) Keyakinan diri siswa dalam pembelajaran matematika realistik menunjukkan kriteria kuat. Hal ini dapat ditunjukkan dengan besarnya persentase rata-rata angket skala keyakinan diri siswa sebesar 66,58%. (3) Respons siswa dalam pembelajaran matematika realistik menunjukkan kriteria kuat. Hal ini ditunjukkan dengan besarnya persentase rata-rata angket respons siswa sebesar 67,36%. Pembelajaran matematika realistik dapat dijadikan sebagai alternatif dalam mengembangkan kemampuan pemahaman matematis dan keyakinan diri siswa.]]>
<![CDATA[ANALISIS KESULITAN SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA MATERI PROGRAM LINIER BERDASARKAN GAYA BELAJAR SISWA ]]>
<![CDATA[Trizulfianto Trizulfianto]]>;
<![CDATA[Dewi Anggreini]]>;
<![CDATA[Adi Waluyo]]>
<![CDATA[ UNION: Jurnal Ilmiah Pendidikan Matematika Vol 5 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/.v5i2.1229
<![CDATA[The purpose of this research is (1) to know the difficulties experienced by students who have visual learning style in solving the problem (2) to know the difficulties experienced by students who have an auditory learning style in solving the problem (3) to know Difficulties experienced by students who have kinesthetic learning style in solving problems This research uses descriptive qualitative research methods. This study obtained data from questionnaire learning style, writing test math problems and interview results to students. Data analysis techniques by reducing data presents data and draw conclusions. The validity of the findings is checked using triangulation and peer examination. The results of this study are students experiencing 4 types of difficulty in solving problems based on learning style that is (1) difficulty in linguistic skill, (2) difficulties in perceptual skill, (3) difficulties in mathematic skill, (4) difficulty in atentic skill. For students with visual learning styles experiencing difficulties in mathematical skills and atential skills in solving problems, students with auditory learning styles have difficulty in linguistic skills, difficulties in perceptual and atential skills in solving problems, students with kinesthetic learning styles tend to have difficulty in linguistic skills And atent in solving problems.]]>
