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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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Improving mathematical problem-solving abilities through the development of Articulate Storyline learning media Netriwati, Netriwati; Ulfa, Ainaya Mourina; Dewi, Novian Riskiana
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19582

Abstract

Students' mathematical problem-solving abilities are still relatively low, thus requiring innovative, effective, and contextual learning media. This study aims to develop learning media based on Articulate Storyline to improve junior high school students’ mathematical problem-solving skills by integrating Polya’s problem-solving steps. The research method employed is Research and Development (R&D) using the 4D model (Define, Design, Develop, Disseminate). The research instruments included expert validation questionnaires, student response questionnaires, and mathematical problem-solving ability tests. The results showed that the developed media was valid according to media experts (score: 3.39) and material experts (score: 3.27), and was considered highly attractive by students (average score: 3.62 for the small group and 3.49 for the large group). The effectiveness test using N-gain indicated an improvement in students’ mathematical problem-solving skills, with average scores of 0.67 (small group) and 0.69 (large group), both falling into the moderate category. These findings imply that learning media based on Articulate Storyline is effective and feasible to be used as an alternative interactive learning tool for enhancing students’ mathematical problem-solving skills. This research contributes theoretically to the development of media based on Polya’s indicators and practically by providing a media model that can be adapted by mathematics teachers.
Critical thinking of elementary school students in solving numeracy problems in terms of learning styles: Ashari, Dwi Alfan; Yustitia, Via; Hadi, Susilo; Wijaya, Tommy Tanu
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19585

Abstract

This study aims to describe students’ critical thinking abilities in solving numeracy problems in terms of four learning styles: activist, theorist, pragmatist, and reflector. A qualitative descriptive approach was employed, involving students who represent each learning style as classified by the Honey and Mumford model. Data were collected through numeracy tests and in-depth interviews to explore students' reasoning processes and critical thinking indicators. The findings indicate that students with an activist learning style tend to excel in the reasoning indicator, as they are able to explain their problem-solving strategies clearly and appropriately. However, their solutions often lack thoroughness, with some steps being overlooked. Students with a theorist learning style show strengths in the inference indicator, demonstrating the ability to provide logical explanations and clearly articulate cause-effect relationships. Those with a pragmatist learning style also lean towards the reasoning indicator, offering straightforward and practical explanations of their chosen strategies. Meanwhile, reflector-type learners display a preference for the inference indicator as well, outlining their steps but expressing uncertainty and hesitation in their answers. In conclusion, students’ critical thinking abilities in numeracy tasks are influenced by their learning styles, with each style showing a different emphasis on specific critical thinking indicators. This research contributes to the field by: (1) providing insights into the relationship between learning styles and critical thinking indicators in the context of numeracy; (2) informing educators on how to tailor instructional strategies to align with students’ learning styles in order to enhance critical thinking; and (3) offering a foundation for future studies aimed at developing numeracy-based learning tools that accommodate diverse learning preferences.
Effectiveness of Scratch-based interactive learning media on students' mathematical problem-solving Maqhfiroh, Hidayatul; Maharani, Hevy Risqi
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19673

Abstract

Mathematical problem-solving ability is a fundamental skill essential for students’ academic success and real-world challenges. This study aims to design a Scratch-based educational game, "Aritmashop," as a learning medium to enhance students’ mathematical problem-solving skills, particularly in social arithmetic. Using the R&D (Research and Development) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study involved 33 eighth-grade students from SMPN 1 Kalinyamatan. Data were collected through validation sheets (media and material experts), teacher/student questionnaires, and problem-solving tests. Results demonstrated that "Aritmashop" met validity, practicality, and effectiveness criteria, with students responding positively to its interactive design, engaging material presentation, and conceptual clarity. This research contributes to mathematics education by providing an empirically validated digital tool that bridges abstract concepts with real-world applications through gamified learning. The findings affirm that Scratch-based games like "Aritmashop" can significantly support mathematics instruction. The study concludes that technology-based educational games such as "Aritmashop" can be a viable and effective solution to improve students’ motivation and mathematical problem-solving abilities in the classroom. This research contributes to mathematics education by offering a theoretically grounded and empirically validated gamified learning tool that integrates technology into the curriculum, enhancing both student engagement and conceptual understanding.
Analysis of junior high school students' critical mathematical thinking ability in solving similarity problems Susanti, Evin; Fadillah, Syarifah; Jamilah, Jamilah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19759

Abstract

This research seeks to elucidate students' critical thinking abilities about comparable content. This study is descriptive in nature and employs a qualitative methodology. This study employs a case study methodology. The obtained data comprises critical thinking ability exam results, which include two problems and interviews. The obtained data is assessed according to the critical thinking skill indicators established by the researcher, which include: 1) investigating; 2) recognizing and justifying ideas; 3) generalizing; 4) clarifying and resolving. This research employs data analysis methodologies from Miles and Huberman, including data collection, data reduction, data presentation, and conclusion drawing/verification. The triangulation approach ensures the authenticity of the data used in this investigation. The data analysis findings categorize students' cognitive capacities into three groups: 11.11% (4 students) are classified as high, 27.78% (10 students) as medium, and 61.11% (22 students) as low. From the perspective of critical thinking capacity, 100% of students explored the topic, 55.56% identified and justified the notion, 16.67% generalized, and 11.11% clarified and resolved the issue. These findings demonstrate that students’ overall critical thinking abilities in solving similarity problems are still low, particularly in generalizing and resolving problems. The study contributes theoretically by reinforcing the significance of critical thinking in mathematics education, particularly geometry; methodologically by integrating test and interview data to analyze thinking processes; and practically by offering insights for teachers to develop instructional strategies that foster students' ability to think critically and solve problems effectively.
Cooperative learning models to improve mathematical problem solving ability of high school students: A systematic review of applications, factors, and barriers Henti, Nabila Jasmin Nanditya; Dewanti, Sintha Sih
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19879

Abstract

Mathematical problem-solving skills are a key competency in 21st century education, yet many secondary school students still struggle to apply mathematical concepts to real world contexts. This study employed a Systematic Literature Review (SLR) guided by the PRISMA protocol to analyze 26 relevant national and international articles published between 2015 and 2025. Findings indicated that several cooperative learning models, particularly Think Pair Share (TPS), Group Investigation (GI), and Student Teams Achievement Divisions (STAD), effectively enhanced students’ problem-solving abilities by fostering structured collaboration, critical thinking, and peer interaction. The effectiveness of these models was influenced by internal factors such as student motivation and independence, as well as external factors including teacher facilitation, classroom management, and the use of appropriate learning media. Nonetheless, practical barriers such as limited instructional time, insufficient teacher training, and inadequate school facilities hindered optimal implementation. This study underscored the importance of teacher professional development and curriculum alignment to support the integration of cooperative strategies in mathematics education. Its primary contribution lay in systematically mapping cooperative learning models, enabling factors, and implementation challenges, offering evidence-based insights for enhancing collaborative learning practices in mathematics classrooms.
The theoretical framework of GEMBIRA learning model: An impactful insight for Indonesian numeracy movement Widdiharto, Rachmadi; Prahmana, Rully Charitas Indra; Isaeni, Nita; Widodo, Sri Adi; Mayangwuri, Sotya; Pramudiani, Puri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.20353

Abstract

Numeracy literacy is a foundational competency that plays a critical role in early childhood and primary education, enabling students to make sense of and respond to real-life problems embedded with quantitative elements. Despite numerous initiatives aimed at enhancing numeracy skills at these educational levels, such efforts have often been fragmented and lack a coherent pedagogical framework. In response, the Indonesian Ministry of Primary and Secondary Education launched the National Numeracy Movement as a large-scale initiative to improve numeracy learning outcomes. However, a significant gap remains in the form of a clear instructional framework that can guide early childhood and primary educators in implementing this movement effectively within the classroom context. Addressing this gap, the present study proposes a comprehensive instructional framework termed the GEMBIRA model—an acronym for Gali dan Eksplorasi konteks yang dekat dengan siswa (Explore contexts close to students), Muat konten numerasi hasil eksplorasi (Embed numeracy content from exploration), Buat aktivitas yang bermakna (Design meaningful learning activities), Ikuti alur pikir siswa dalam evaluasi (Follow students’ thinking in evaluation), and Rayakan dan Akhiri pembelajaran dengan menyenangkan (Celebrate and conclude the learning joyfully). The GEMBIRA model is theoretically grounded in Ethno-Realistic Mathematics Education, emphasizing the integration of local cultural contexts and realistic mathematical experiences, particularly in numeracy learning. This study employed an integrative literature review method to construct a robust theoretical framework for the model. The resulting framework offers a practical and contextually relevant pedagogical tool for educators to implement the National Numeracy Movement, particularly at the early childhood and primary school levels. By rooting instruction in culturally familiar and mathematically rich contexts, the GEMBIRA model holds the potential to foster stronger foundational numeracy skills and contribute to students’ long-term academic success.
Development of PUHA (Pop Up Horses Algebra) educational games for enhancing grade 7 students' algebraic learning Surur, Agus Miftakus; Inayah, Zulfa Mufidatul; Farica, Putri; Cahyono, Budi; Suhana, Khoivatus; Mohamed, Hasnah Binti
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i1.15622

Abstract

The PUHA (Pop Up Horses Algebra) game is developed for enhancing mathematics learning in Grade 7 algebra. This research aims to create interactive games that are not only engaging but also effective in facilitating students' comprehension of algebraic concepts in an enjoyable manner. Employing the ADDIE Model (Analysis, Design, Development, Implementation, Evaluation) as a developmental framework, this study endeavors to ensure the systematic and structured creation of PUHA. The findings underscore that the development of PUHA games significantly enhances students' grasp of algebraic principles at the Grade 7 level. Utilizing the ADDIE Model for PUHA game development ensures a methodical approach, guaranteeing the production of high-quality and impactful educational games. In conclusion, the development of the PUHA game utilizing the ADDIE Model showcases a promising approach to fostering students' algebraic understanding in Grade 7 through engaging and effective educational gaming experiences.
Enhancing 8th grade students' mathematical understanding: A quasi-experimental study on game-based learning media Fulana, Dian; Kumala, Fitria Zana
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i1.15657

Abstract

The low mathematical comprehension among 8th-grade students at MTs Al-Hidayah Purwokerto drove this research. Factors contributing to this low ability include the use of conventional learning media, which is less attractive to students, leading them to easily become bored and encounter greater difficulty in understanding lessons. Therefore, this study aimed to evaluate the efficacy of using educational game-based learning media to enhance students' mathematical understanding skills in 8th grade. An experimental approach was employed in this study, with a population consisting of 56 students from the 8th grade at MTs Al-Hidayah Purwokerto. Saturated sampling was conducted, encompassing all 8th-grade students as the research sample. Consequently, Class 8A, comprising 28 students, was designated as the experimental group, while Class 8B, with 28 students, served as the control group. The research's conclusive outcomes indicate that using educational game-based media effectively improves students' mathematical understanding abilities. The N-Gain value for the experimental group is 0.83, which falls within the high category, whereas the N-Gain value for the control group is 0.37, categorized as medium. Thus, it can be inferred that educational game-based media is effective as a learning medium for 8th-grade mathematics material at MTs Al-Hidayah Purwokerto.
Analysis of mathematics exam practice questions for 6th grade elementary students Wiwit Rahayu, Chandra; Cahyani, Berliana Henu; Khosiyono, Banun Havifah Cahyo
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i1.15675

Abstract

Students possess varying abilities in problem-solving, ranging from adeptness to struggles or even inability. This study employs a descriptive content analysis design to scrutinize official documents containing practice exam questions. Data collection involved documentation study, with subsequent analysis utilizing validated assessment sheets and rubrics endorsed by experts. The descriptive method facilitated the analysis and interpretation of data meaning, while quantitative analysis processed research data. The study focused on mathematics exam practice scores, revealing several problematic questions. Out of 25 questions, 11 were deemed acceptable, 8 required correction, and 6 were rejected, necessitating replacement. Questions requiring correction or replacement exhibited a low question discriminating power index, failing to effectively gauge students' proficiency in practice exams. Moreover, the majority of practice test questions posed considerable difficulty for students. Out of the 25 questions, students encountered 1 very difficult, 10 difficult, 10 moderates, and only 4 easy questions, which they struggled to solve adequately. Consequently, the findings underscore the importance of revising practice exam questions to ensure they accurately assess students' abilities and cater to a diverse range of skill levels.
The effect of the mind mapping learning model on the creative thinking ability of elementary students in learning mathematics Ulfah, Siti Maria; Pahmi, Samsul; Hopeman, Teofilus Ardian; Vladimirovna, Kornienko Elena
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.15935

Abstract

The primary objective of this study was to explore how the Mind Mapping instructional approach influences the creative thinking abilities of fourth-grade students in mathematics. This research utilized a quantitative method employing a quasi-experimental design involving two distinct groups: one serving as the experimental group and the other as the control group. The study was conducted at SDN Karadenan, with a sample of 24 fourth-grade students participating in the experimental group and 29 students from SDN Paledang in the control group, selected through purposive sampling. The main focus was to assess the impact of the Mind Mapping approach on students' creative thinking skills in mathematics. Data was collected using the t-test method. The mean difference between the two groups was 4.89 (experimental group = 66.70 and control group = 52.65), indicating that the Mind Mapping approach was more effective compared to traditional lecture methods, question-answer sessions, and assignments. The findings were statistically significant (p = 0.000) based on Independent Sample T-Test analysis. As the significance level (0.000) was less than 0.05, the null hypothesis was rejected, confirming that the Mind Mapping approach significantly enhances creative thinking skills in mathematics among students. Thus, it can be concluded that the Mind Mapping instructional model has a substantial positive impact on students' creative thinking abilities in the context of mathematics.

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