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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642 Documents
<![CDATA[Efektivitas Pembelajaran Student Teams Achievement Divisions (STAD) - Virtual Flipped Classroom ]]>
<![CDATA[sasomo budi]]>;
<![CDATA[Arum Rahmawati]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i1.12154
<![CDATA[The thing that forms the basis of this activity is to determine the effectiveness of the STAD virtual flipped classroom learning implementation. The t test was chosen to be used in analyzing the data resulting from research activities. The t-test describes the difference in learning outcomes for the class before being treated with the STAD virtual flipped classroom after being given treatment. The difference between students who were given the STAD virtual flipped classroom learning treatment can be seen by comparing their average scores. The class learning outcomes before being given the STAD virtual flipped classroom learning treatment were 73.47. Class learning outcomes after being subjected to STAD virtual flipped classroom learning are 82.61. This shows that the class that has been given the STAD virtual flipped classroom learning treatment has better learning outcomes. STAD virtual flipped classroom learning is carried out with the stages of material being studied by students first, then followed by discussions in limited face-to-face meetings in class. Virtual teaching and learning activities are carried out through direct interaction between lecturers and students using video conferencing applications that promote collaboration between students, provide mutual motivation and have an active role as peer tutors. So the implementation of teaching and learning activities using the STAD virtual flipped classroom can provide students with increased learning outcomes and create a learning atmosphere that students will always miss.]]>
<![CDATA[Eksperimentasi Model STAD Flipped Classroom Media Edmodo Terhadap Prestasi Belajar Ditinjau dari Motivasi Belajar ]]>
<![CDATA[Wahyu Dewi]]>;
<![CDATA[sasomo budi]]>;
<![CDATA[Arum Rahmawati]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i1.12161
<![CDATA[The purpose of this study was to determine the effect of the learning model on mathematics learning achievement and to determine the effect of learning motivation on students' mathematics learning achievement, and whether there is an interaction between the three variables. This research design uses a quasi-experimental design with a sampling technique that is cluster random sampling. Based on the hypothesis test using the two-way ANOVA test, three hypothetical decisions were obtained: 1) The results of the first hypothesis test stated the value of Fcount > Ftable (10.01 > 3.99), so H0 was rejected in other words the learning model affected learning achievement, through the post-anava test. the results obtained Fcount > Ftable (13.29 > 7.98), it can be concluded that the learning model in the experimental class produces better learning achievement than the learning model in the control class; 2) The results of the second hypothesis test state that Fcount > Ftable (24.98 > 3.14), so H0 is rejected, in other words, students' motivation to learn mathematics affects their learning achievement. Based on the post-anava test, it was found that high and medium students' motivation to learn mathematics resulted in better learning achievement than students with low mathematics learning motivation; 3) The result of the third hypothesis test states that Fcount > Ftable (0.22 < 3.14) then H0 is accepted, in other words there is no interaction between the learning model and the motivation to learn mathematics on students' mathematics learning achievement.]]>
<![CDATA[Eksperimentasi Model Pembelajaran Quantum Learning dengan Peta Konsep Terhadap Hasil Belajar Siswa ]]>
<![CDATA[Milhah Mufidah]]>;
<![CDATA[Oki Pradana]]>;
<![CDATA[Budi Sasomo]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i1.12189
<![CDATA[This research aims to find the differences between quantum learning models with concept maps and conventional learning models on student learning outcomes and which models are more effective. This research used a quasi-experiment. The population are class VIII from MTs PSA An-Noor Karangasri Ngawi, with 48 students as corespondent, divided into two class groups, and the research used saturation sampling and mathematical learning outcome test instrument. Data analysis used a one-way ANOVA test and post hoc test ANOVA. The conclusions: 1) The difference in mathematical learning outcomes between quantum learning models with concept maps obtained of 71.3 and conventional learning models obtained of 60.2 with an F count of 4.0697 more than an F table which is 4,05 and 2) Quantum learning models with concept maps are more effectively used than conventional learning models in the learning process with F count of 4,112 more than F table which is 4,05.]]>
<![CDATA[Padlet Application-Based Media on Many Facets Building Materials:: Learning Media Innovation for Elementary Schools ]]>
<![CDATA[Richo Budi Santoso]]>;
<![CDATA[Bahauddin Azmy]]>;
<![CDATA[Via Yustitia]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i2.12224
<![CDATA[This research is motivated by the needs of educators at SD Negeri Kepuh Kiriman 1 where educators need distance learning media that can group learners' answers and not make educator storage memory full quickly. The purpose of this development research is to describe the development process. This study uses a type of Reseacrh and Development (R&D) research. This development research is adapted from the ADDIE development model (Analize, Design, Develop, Implementation, and Evaluation), but is limited to the development stage. Data collection methods use documentation and questionnaires. The data analysis techniques used in this study use descriptive analysis to describe quantitative processes and analysis to determine product feasibility. The results showed that the product was developed through three stages, namely the Analysis stage (it takes a virtual distance learning media without a virtual face-to-face that can provide a concrete picture for class IV learners), Design (in the form of an initial framework in which it contains the content and content of Padlet digital learning media), Development (in the form of products resulting from the development of padlet application-based learning media on many facets of building materials).]]>
<![CDATA[Pengaruh Kemandirian Belajar Terhadap Prestasi Belajar Matematika Siswa ]]>
<![CDATA[Somawati]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i2.12231
<![CDATA[The purpose of this study is to know empirically about the relationship of learning independence to student learning achievement. The method used in this study is the survai method. The sample used in this study as many as 40 students using probability sampling devoted to simple random sampling. This study has a reliability coefficient of 0.841 so that the instrument is declared reliable. The hypothesis of this study is that there is a significant relationship between student learning independence and student learning achievement. Before hypothesis testing is first done testing the prerequisites of analysis using the liliefors test for the normality test. At the signification level of 0.05 with the liliefors test obtained L0 = 0.1194 and Ltable = 0.1401 (L0 < Ltable), then the study distributed normally. Regression signification test at signification level 0.05 is obtained Fcount 0.62 while Ftable 2.19 in other words accept H0 and linear pattern regression model. Hypothesis testing with a t test with a significant level of 0.05. From the results of the calculation obtained tcount 2.16 whereas ttable 2,042 (2.16 > 2,042). Therefore, H0 rejected and H1 accepted. The study concluded that there’s a big influence between learning independence on students' learning achievement.]]>
<![CDATA[Implementation of the K-Means Algorithm on Learning Outcomes and Self-Regulated Learning ]]>
<![CDATA[Anisatul Farida]]>;
<![CDATA[Nugroho Arif Sudibyo]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i2.12233
<![CDATA[This study aims to apply data mining to Student Self-Regulated Learning and learning outcomes in online learning in higher education using the k-means algorithm. The cluster analysis method in this research is the k-means method. The research was conducted by taking data from students who took the Statistical course Informatics Engineering, the faculty of Computer Science at Duta Bangsa University Surakarta. The number of student data was 22 data. The results show that the number of clusters according to the k-means algorithm is 3.]]>
<![CDATA[The Effect of Intrapersonal and Interpersonal Intelligence on Mathematics Learning Motivation ]]>
<![CDATA[Yunni Arnidha]]>;
<![CDATA[Esti Maulani]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i2.12234
<![CDATA[Learning motivation is an energy that exists within a person to do something by achieving a change in behavior which is characterized by feelings and reactions in the environment to achieve a goal to be achieved. The purpose of this study was to determine the effect of intrapersonal and interpersonal intelligence on students' motivation to learn mathematics in Pringsewu Regency. This type of research uses descriptive quantitative research, using ex post facto research methods. The population in this study were fourth grade students of SD Negeri Cluster 1, Sukoharjo District, which opened 97 students. The data collection technique is using proportional random sampling technique. Researchers took samples using the formula from Taro Yamane and Slovin so that a sample of 78 respondents was obtained. Data analysis using descriptive statistical analysis techniques, and the final analysis (hypothesis testing) using multiple regression test. The results obtained indicate that, there is a significant between intrapersonal intelligence and interpersonal intelligence on the mathematics learning motivation of students in Pringsewu Regency, this is evidenced by the value of Fcount 14,629 >Ftable 3.12, or Ho is rejected and Ha is accepted.]]>
<![CDATA[Development of Android Multimedia “TRIGO-MEDIA” Using AIR Learning Model to Improve Mathematical Problem-Solving Ability ]]>
<![CDATA[Gunawan Gunawan]]>;
<![CDATA[Aprilia Nurul Chasanah]]>;
<![CDATA[Syita Fatih 'Adna]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i2.12338
<![CDATA[This study aims to determine the validity, practicality, and effectiveness of the development of the android multimedia "TRIGO-MEDIA" using the Auditory, Intellectually, Repetition (AIR) learning model to improve the mathematical problem-solving ability. This research is a development research using the ADDIE development model. The subjects of this study were students of classes X MIPA 1 and X MIPA 2 in SMA Negeri 2 Magelang. The results showed that the multimedia developed was in a very valid category with a percentage of 91.03% of the material validity and 90.41% of the media validity, multimedia was in a very practical category with a percentage of 82.54%. Then, multimedia meets the effective aspect with a significant difference between the control and experimental class (the average TKPMM value in the control class is 51.71 and the experimental class is 80.23). This can be concluded that the development of the Android multimedia "TRIGO-MEDIA" uses the learning model of the Auditory, Intellectually, Repetition (AIR) that is valid, practical, and effective to improve the mathematical problem-solving ability of students.]]>
<![CDATA[Analysis of Mathematics Learning Difficulty for Grade XI’s Students during Online Study on SPLDV ]]>
<![CDATA[Imam Najib Arrazzaq]]>;
<![CDATA[Dafid Slamet Setiana]]>;
<![CDATA[Irham Taufiq]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i2.12406
<![CDATA[This study aims to describe: (1) the difficulty of learning mathematics in class XI students of SMA N 1 Rowokele on the SPLDV material using an online learning system, (2) the factors that affect the difficulty of learning mathematics in class XI students of SMA N 1 Rowokele on the SPLDV material using the system. online learning. This type of research is descriptive qualitative. The primary data sources in this study were students of class XI SMA N 1 Rowokele. The secondary data sources are test results and interview results. Data collection techniques using observation and interviews. The research instruments are test question sheets, interview sheets, and social media (Whatsapp). In this study, researchers used the validity of the credibility test using triangulation. The data analysis technique used in this study uses the Miles and Huberman interactive analysis model which consists of data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that, (1) the subject has difficulty in understanding the SPLDV material mainly because of online learning. The subject matter is in the method of completion, namely the preparation of mathematical models and calculations. (2) The factors that influence student learning difficulties are due to the environmental conditions in which the subject is located and generally what is often experienced is the difficulty of finding a smooth internet network, thus preventing the subject from accessing information from other sources. The advice given from the school is that researchers should be able to control the class more and also prepare research instruments and the coordination of learning hours should be clearer.]]>
<![CDATA[Analysis of Students' Mathematical Problem-Solving Ability on Trigonometry ]]>
<![CDATA[Alfian Adi Perkasa]]>;
<![CDATA[Dwi Astuti]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/union.v10i2.12476
<![CDATA[This investigation aims to examine problem-solving ability (PSA) in Polya's problem-solving phases in the material of sine and cosine number and difference. This study used the descriptive qualitative research method. This study looked at 33 students in Class XI MIPA 5 from SMA Negeri 2 Bantul. Data was collected using written tests and interviews. The written test in this study takes the form of a two-point description question. The study's findings were used to calculate the mathematics PSA of students in class XI MIPA 5 at SMA Negeri 2. In mathematics, the average percentage of students who meet the low requirement is 59.72 percent. Furthermore, children with high expectations can thoroughly, meticulously, and systematically solve difficulties. Understanding the problem remains a struggle for pupils who reach intermediate standards and have yet to complete the problem's solution. Meanwhile, students who scored low on the criteria had trouble understanding the problem and were unable to solve it using the prepared plans, as well as students who were unable to double-check the response and complete the solution to the problem that had been solved.]]>
