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Krida Singgih Kuncoro
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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.
Arjuna Subject : -
Articles 642 Documents
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Promoting mathematics problem solving ability through implementing GeoGebra-assisted problem based learning Dhea Amalia; Intan Indiati; Achmad Buchori; Gunarti Krisnaningsih
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i2.14756

Abstract

One of the skills necessary for 21st-century society is the capacity for problem-solving. Students will be required to work in unfamiliar settings, solve problems they have never faced before, and use skills unrelated to any particular subject matter. GeoGebra is a learning environment that provides a variety of representations and simulates various mathematical models. This article aims to describe instructions for the use of Geogebra-assisted PBL in promoting students' capacity for problem-solving. The students who participated in this study consisted of 36 high school students. Mathematics learning is done using the GeoGebra application during the learning process. The method used in this research is descriptive analysis and qualitative research. The specific technique used in implementing GeoGebra-Assisted Problem Based Learning is students through two phases in each sub material. The first phase is focusing on the problems that lead to an understanding about representation for solutions and not solutions in inequality and inequality system. The second phase is focusing on the real world problems that lead to an understanding solving problems using GeoGebra. The results of the study show that teachers need to develop student exploration processes through representations, simulations, problems, and solutions using GeoGebra that are close to student reality. The use of GeoGebra-assisted PBL is mathematics learning is able to support student exploration so that students are more involved in the learning process by paying attention to student interaction and exploration. The use of GeoGebra makes students active knowledge builders, tracks the process of change, and keeps students engaged with teachers in mathematics teaching. The analysis carried out was supported by student learning outcomes, which showed that the average learning outcomes were significantly different and exceeded the Minimum Criteria of Mastery Learning and as many as 86% of students scored above the Minimum Criteria of Mastery Learning. The use of GeoGebra-assisted PBL considerably increased students' capacity for problem-solving, notably in terms of their capacity to recognize issues, obtain data, evaluate it, and suggest solutions. Additionally, students perceived that GeoGebra was a useful tool for accelerating their learning, offering dynamic and interesting learning opportunities, and strengthening their capacity for problem-solving.
Implementation of discovery learning model to improve student learning outcomes Dyaisa Algustavia Sekar Widolaksono; Lukman Harun; Lilik Ariyanto; Agus Supriyanto
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i2.14864

Abstract

This study aims to determine whether the discovery learning approach for teaching mathematics has an effect on students' learning outcomes. This study is quantitative descriptive research with a pre-experiment, one-group pretest-posttest research design. The research subjects consisted of 31 students from class IXA at junior high school 36 Semarang. The students took a pretest before the implementation of the discovery learning model, and then a posttest was given after the implementation to measure the enhancement of students' learning outcomes. Pretest and Posttest findings revealed an increase in the average scores, which were 47.41 and 80.90, respectively, and the N-Gain test results showed a score of 0.61 in the moderate category. The study's findings shed light on the usefulness of the discovery learning approach in increasing the learning outcomes of class IXA students at junior high school 36 Semarang, particularly in the field of geometry transformation. From the results of the pretest, it was found that 31 students were in the low category. After learning with the discovery learning model, a posttest was carried out with the results of 7 students who were in the low category, 17 students in the medium category, and 7 students in the high category. There were significant changes in the participants' pretest and posttest scores, validating the efficacy of discovery learning strategies. Students who received instruction using the discovery learning model, in particular, had considerably higher posttest results as compared to their pretest scores. This demonstrates a significant increase in their comprehension and application of geometry transformation ideas following participation in the discovery learning technique. Through the discovery learning approach, teachers play a critical role in promoting student-centered learning. While the discovery learning model has been shown to be helpful in improving student learning outcomes, it is critical to investigate other instructional strategies and the use of educational technologies in future research and teaching practices. Additional study should be conducted to explore the usefulness of instructional technology and to establish best practices for its integration in order to improve student accomplishment in the digital era.
Exploring the future of mathematics teaching: Insight with ChatGPT Edi Supriyadi; K. S. Kuncoro
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i2.14898

Abstract

This study aims to provide a comprehensive overview of the future of mathematics teaching from the perspective of ChatGPT, an advanced language processing artificial intelligence (AI) developed by OpenAI. The results of the chat transcripts edited with ChatGPT suggest that the future of mathematics teaching will see the integration of technology and AI to provide personalized learning experiences, blended learning environments, and computational thinking, data literacy, and statistics. Problem-solving, critical thinking, and interdisciplinary connections will continue to be emphasized, and equity and inclusion will remain crucial. AI is expected to revolutionize mathematics education, but thoughtful implementation, ongoing professional development, and pedagogical considerations are essential. However, the future of teaching mathematics will continue to evolve. Therefore, teachers and lecturers need to keep abreast of the latest developments and adapt to them while remaining committed to providing quality teaching.
Understanding common errors in solving math problems on systems of linear equations with two variables: A study of 8th grade students Octaviana Koten; Fitria Sulistyowati; Muhammad Ghozian Kafi Ahsan; K. S. Kuncoro
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i2.14910

Abstract

This study aimed to identify the types of mistakes students made in solving SPLDV problems based on the Kastolan technique and why they made these mistakes. This study used a descriptive qualitative approach which was carried out at SMP Negeri 4 Sewon. The research subjects were 2 students of eighth grade who were selected based on the completeness of the answers and the answers were then examined and analyzed. Data was collected using documentation, interviews, observations, and tests. The instruments used were observation sheets, tests, unstructured interview guidelines. The data were then analyzed descriptively. The results of this study are that there are two categories of errors that are mostly made by students when solving SPLDV problems, namely conceptual and technical errors. This research is expected to be a reference for further research related to errors in solving SPLDV problems.
Eksplorasi Etnomatematika Pada Masjid Raya Al-A’zhom Kota Tangerang Devie Nursaidah Putri; W. Wahidin
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i2.14935

Abstract

Ethnomathematics is a form of mathematics learning that connects cultural history with mathematics. In this study, Masjid Raya Al-A'zhom became part of a religious culture in the City of Tangerang. The aim of this study is to further examine the cultural and mathematical concepts that exist in the building of the Masjid Raya Al-A'zhom. The research used a qualitative approach with ethnographic methods. Data were collected through primary sources, namely interviews, observations, documents, and documentation. The results of the study show that the culture applied to the construction of the Masjid Raya Al-A’zhom is Middle Eastern and Tangerang. In addition, there are several mathematical concepts in the building of the Masjid Raya Al- A’zhom, including spatial geometry, arithmetic sequences and series, geometric transformations, triple integrals in spherical coordinates, and the intersection of two circles. Ethnomathematics can improve understanding of mathematical concepts through objects that are seen in real terms, namely mosque buildings.
Analysis of students’ mathematical reasoning between different genders: A systematic literature review Rahmat Kusharyadi; Dadang Juandi
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i2.14939

Abstract

The main purpose of this study was to examine existing studies related to mathematical reasoning skills based on gender differences using Systematic Literature Review (SLR). The following studies identify reasoning abilities based on gender differences. The review was carried out by carrying out several stages, namely the process of identification, screening, feasibility, inclusion, and data analysis on two livelihood machines, namely SCOPUS and ERIC. In reporting this study, the guidelines used were PRISMA guidelines. The data used was sorted by the specified criteria and this resulted in a total of 8 articles. Our findings identify that the study was conducted in three places: Indonesia, Sweden, and Turkey. Based on the findings of the study using three research designs, namely qualitative, mixed method, and quasi-experimental. The topics of the material used in this study are topics of geometry, algebra, and other branches of mathematics. The SLR also includes characteristics of reasoning abilities found by gender as well as the distribution of studies in terms of trends and countries.
The effect of self-regulated learning and learning interest on mathematics learning outcomes Tri Astuti Arigiyati; Betty Kusumaningrum; Irma Leny Maysaroh; K. S. Kuncoro; Samsul Pahmi; Bahadır Özsüt
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i2.15025

Abstract

Learning outcomes are one of the important aspects in the learning process because it is used as a determining factor for the success of a learning process. The factors that influence student learning outcomes are divided into two, namely internal factors (learning interests, talents, motivation, self-regulation, etc.) and external factors (school environment, family environment, etc.). Self-regulation and learning interest were the focus of discussion in this research. This study aims to determine the positive and significant influence between independence and interest in learning on mathematics learning outcomes for class VIII students of SMP Negeri 24 Muaro Jambi. This type of research is associative quantitative research. The results showed that partially independence had a positive but not significant effect on mathematics learning outcomes with tcount = 1,323 and correlation coefficient 0,202, while interest in learning had a positive and significant effect mathematics learning outcomes with tcount = 4,193 and correlation coefficient 0,548. Simultaneously, independence and interest in learning have a positive and significant effect on mathematics learning outcomes for class VIII students of SMP Negeri 24 Muaro Jambi as shown by the Fcount = 41,196, with an effect of 66,8% and 33,2% influenced by other variables.
The impact of self-efficacy and math anxiety on the mathematical communication ability of 7-grade students Aan Julia Hanub; Istiqomah Istiqomah; Betty Kusumaningrum; Elang Amadeus Poort
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.15308

Abstract

The primary aim of this study is to assess the influence of self-efficacy and math anxiety on the proficiency of mathematical communication among Class VII students enrolled in State Junior High Schools within the Depok District. The research methodology is quantitative, employing an ex-post facto correlational descriptive approach. The study encompasses the entire population of Class VII students across all State Junior High Schools within the Depok District, with a sample size of 190 students selected through cluster random sampling. Data collection involves employing questionnaires to gauge students' self-efficacy and math anxiety levels, alongside descriptive tests to evaluate their aptitude in mathematical communication. Preceding the analysis, preliminary tests are conducted to assess linearity and multicollinearity. The data analysis procedure encompasses multiple regression analysis and t and F tests to ascertain both individual and collective impacts. The findings reveal the absence of a discernible impact from self-efficacy and math anxiety on the mathematical communication skills of Class VII students in State Junior High Schools in the Depok District. For subsequent researchers, it is recommended to carefully consider the construction of questionnaire statements to ensure their comprehensibility among students.
Algebra essay questions: A validated instrument for evaluating the students' higher-order thinking skills Nia Kania; Florence M. Kyaruzi; Lilis Marina Angraini
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.15688

Abstract

Indonesian pupils need help solving problems, particularly in mathematics, due to the need for practice questions with the higher-order thinking (HOT) type. This research aims to develop a reliable and valid tool for assessing students' higher-order thinking skills in mathematics. Developing a test involves gathering requirements, creating questions, assessing answers, running trials, analyzing data, making adjustments, and finally putting everything together. The instrument trial was conducted at SMAN at Majalengka, West Java. The total number of test subjects was 32 students. Research data were collected using a description test. The test instrument consists of 10 descriptions, but only 6 had good validity based on the value of V on the V-Aiken. In addition, the test package produces reliable questions based on Cronbach's Alpha scores. The test results of the instrument showed that the HOTS of mathematics for Grade X students was good. This step provides an overview to teachers in designing valid and relevant instruments.
Teaching mathematics through a cultural lens: Allowing students to resonate the academic content Angga Hidayat
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.15840

Abstract

Indonesia is a country of diversity, with a variety of different cultures incorporated into the national identity. With a great range of cultural groups existing in Indonesia, it is essential for teachers to implement a cultural approach in their mathematics classes to ensure that students from all backgrounds have the opportunity to learn and understand the academic content. This article intends to explore the topics of multicultural education in mathematics classrooms. It has been found in the pieces of literature available that an appreciation of cultural dissimilarities can be beneficial and should be seen as an advantage rather than a shortcoming. To accommodate this peculiarity, there are strategies that can be utilized such as funds of knowledge, ethnomathematics, and also storytelling within mathematics lessons. These strategies grant teachers multiple methods of preserving culture while at the same time teaching mathematics effectively and efficiently.  

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