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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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Analysis of mathematical concept comprehension ability in slow learners students Sopia, Fasya Fi'la; Balkist, Pujia Siti; Nurcahyono, Novi Andri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 3 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i3.16994

Abstract

Mathematical comprehension is a fundamental skill that plays a crucial role in understanding and solving problems across various mathematical topics. This study aims to analyze the mathematical comprehension abilities of slow learners in the SPLDV (Two-Variable Linear Equation System) material. A descriptive qualitative approach was employed in this study. The subjects consisted of 20 slow learners in grade VIII of SMPIT in Sukabumi Regency. Data were collected through written tests and interviews, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that students with low comprehension skills have not fully mastered the SPLDV material and can only answer questions at levels 1, 2, and 3 but do not fully meet the indicators. Students with medium comprehension skills are able to answer questions at levels 1 and 2 according to the indicators. Meanwhile, students with high comprehension skills can answer questions at levels 1, 2, and 3 while meeting the indicators. The analysis of answers and interview data reveals that students in the low, medium, and high comprehension categories demonstrate distinct indicators of mathematical comprehension ability. In conclusion, slow learners exhibit varied levels of mathematical comprehension, highlighting the need for differentiated teaching strategies to address their specific needs and enhance their understanding of SPLDV concepts.
Systematic literature review: Implementation of ethnomodelling in mathematics learning Alghar, Muhammad Zia; Radjak, Dwi Setiawati
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.v12i1.17004

Abstract

There has been an increase in research on ethnomathematics in mathematics education, along with a rise in research on ethnomodelling. It triggers an increasing need and interest in how ethnomodelling is applied in mathematics learning. This study aims to review the literature on implementing ethnomodelling in mathematics learning. This research method is a systematic literature review with the PRISMA model. The research data are ethnomodelling-themed studies in mathematics learning published from 2019 to 2023 and obtained through the Google Scholar database. The articles obtained were 17 articles published in various countries. The results showed the implementation of ethnomodelling in mathematics learning, including different mathematical concepts, cultural objects, and ethnomodelling approaches. Also presented are contributions from various researchers and countries that have applied ethnomodelling in mathematics learning. The results of this study contribute to researchers, teachers, and practitioners in the form of a review of various ethnomodelling studies within the scope of mathematics concepts. So, they can be used as guidelines in developing culture-based mathematics learning strategies.
Development of Android-based learning media on trigonometry for 10th graders Tanju, Nikodemus; Nenohai, Juliana M. H.; Udil, Patrisius Afrisno
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.v12i1.17021

Abstract

One of the main challenges in learning mathematics is bridging students' difficulties in learning abstract material and teachers' weaknesses in presenting the material in an engaging, interactive, and relevant way for students. Technology can be adapted and integrated into mathematics learning activities as an alternative way to overcome these problems. This research aims to develop Android-based learning media on trigonometry material for 10th graders at SMA Negeri 10 Kupang that is valid, practical, and effective. The research and Development (R&D) method with the ADDIE model produced the product. The subject in this study is 10th graders at SMAN 10 Kupang. Interviews, questionaries, and tests were used to collect the data in this research primarily to assess the product's validity, practicality, and effectiveness. The results show that Android-based learning media on trigonometry material is very valid, with an average score of 4,52. The product has also been assessed to be very practical to use by students both in small and large group trials, with the average scores being 4,76 and 4,61, respectively. Android-based learning media is also effective for students learning trigonometry, confirmed by the high percentage of classical completeness in small-group trials (86%) and large-group trials (88%).
The influence of mathematical disposition on high school students' understanding of mathematical concepts Aini, Hanifatul; Khuzaini, Nanang
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.v12i1.17023

Abstract

One of the subjects often considered challenging by students is mathematics, leading to difficulties in learning the subject. This is due to students' lack of ability to comprehend mathematical concepts. This research investigates the influence of mathematical disposition on the mathematical concept understanding of high school students. The study utilizes a correlational survey method with a quantitative approach. The study employs a quantitative approach with a correlational survey method. The population includes all twelfth-grade science students at SMA Negeri 1 Sedayu. The sampling technique utilizes random sampling, with a sample size of 65 students selected from two twelfth-grade science classes. The instruments used in the research consist of a mathematical disposition questionnaire and an essay test on the ability to understand mathematical concepts. Data analysis is performed through classical assumption tests and simple regression analysis. The classical assumption tests include normality and linearity tests. The results indicate a significant positive influence of mathematical disposition on students' understanding of mathematical concepts, with a contribution of mathematical disposition to the understanding of mathematical concepts amounting to 34.8%.
Development of video mind mapping-based teaching materials on relations and functions to increase junior high school students' learning motivation Rohimatunnisa, Dela; Nurhikmayati, Iik
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.v12i2.17078

Abstract

This study aims to produce teaching materials based on video mind mapping on relations and functions to increase student learning motivation. The research is a type of Research and Development (R&D) using the ADDIE development model but is only limited to the Development stage. The research instruments used in this study were validation sheets, test questions, and interviews. The subjects of this study were three students of class VIII at MTsN 1 Majalengka with high, medium, and low ability levels. The results indicate that the developed video mind mapping-based teaching materials have met valid criteria, making them suitable as alternative teaching materials to increase student learning motivation. The implementation of video mind mapping-based teaching materials shows promise in enhancing students' motivation to learn relations and functions, suggesting potential broader application in educational settings.
Development of teaching materials for trigonometric function graphs based on ICT and Tri-N for face-to-face and distance learning Hera, Cicilia Jaga; Arcana, I Nyoman; Kusumaningrum, Betty; Sulaimon, Jamiu Temitope
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.17079

Abstract

The objectives of this research are to produce Tri-N and ICT-based teaching materials suitable for Face-to-Face Learning (FFL), create ICT and Tri-N-based teaching materials tailored for Distance Learning (DL), and evaluate the effectiveness and applicability of these materials across FFL and DL settings. The study contributes to academic discourse by demonstrating the efficacy of Tri-N and ICT-based teaching materials in enhancing mathematics instruction, particularly in the topic of Trigonometric Function Graphs. Using the ADDIE paradigm, which includes the phases of Analysis, Design, Development, Implementation, and Evaluation, the study employs the Research and Development (R&D) approach. The participants of the study consist of 36 Class X MIPA-2 students engaged in FFL and 36 Class X MIPA-1 students participating in DL at SMA Negeri 5 Yogyakarta. Learning outcomes evaluations, validation questionnaires, and answer questionnaires are some of the data collection techniques. To guarantee thorough review, the analysis combines qualitative and quantitative methodologies. The study's outcomes include the development of ICT and Tri-N-based teaching materials, such as learning videos, PowerPoint presentations, and handouts, with a primary focus on Trigonometric Function Graphs. These materials are made accessible through YouTube, with the link provided for broader dissemination. Expert assessments indicate high validity of the teaching materials, and student responses reflect positive reception and favorable average scores. The findings underscore the potential of these materials to enhance mathematics instruction in high school settings. It is recommended that educators integrate these resources into their teaching practices. Future research should investigate the application of ICT and Tri-N-based teaching materials across a broader range of subjects to further expand their impact on educational practices.
STEM application in miniature bridge making can sharpen children's critical thinking patterns Agustin, Indah Wahyu; Happy, Nurina; Prayito, Muhammad; Hidayah, Miftahul
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.v12i1.17100

Abstract

To improve the skills required for students in the 21st century, such as basic skills, competencies, and character, mathematical literacy is one of the critical factors. With the application of STEM, students are expected to be able to think critically so that they can improve their mathematical literacy skills. This research used a descriptive qualitative method with subjects aged 3–9 years in Joho Village, D.I. Yogyakarta, Indonesia. In this study, data was collected using three methods: observation, interview, and documentation. The instruments used include a critical thinking scale, an observation guide, and an interview guide. The results obtained from this study indicate that applying STEM can hone students' critical thinking skills. Two classifications were obtained by applying STEM, namely groups with high and average levels of critical thinking. Students can identify given problems, formulate the core of the problem, provide solutions based on a problem, draw conclusions, and evaluate relevant arguments for solving a problem. Thus, research is expected to provide a strong foundation for applying STEM-based learning to enrich students' mathematical learning experiences and prepare them for future challenges in the age of globalization towards Indonesia in 2045.
Elementary school students' numeracy ability in a socio-cultural context viewed by understanding mathematical concepts Chusna, Anis Rosiatul; Yustitia, Via
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.v12i1.17126

Abstract

This research aims to (1) Describe the numeracy of students with high, (2) Describe the numeracy of students with medium, and (3) Describe the numeracy of students with low understanding of mathematical concepts. The selected subjects were 3 out of 29 class 5B students at SDN Rungkut Menanggal II Surabaya. Tests and interviews served as the instrument. The data analysis is data condensation, data presentation, and conclusion. The results of this research are (1) The numeracy of high and medium students' concept understanding; they have been able to apply the formulating process; in the process of using, students are not yet able to determine strategies, are not able to apply concepts, are not able to do calculations; In the interpreting process, students are not yet able to evaluate mathematical results and conclusions. (2) The numeracy of low students' understanding concepts, it was found that students were able to formulate; in the process of using, students can determine strategies, are not yet able to apply concepts, can do calculations; in the process of interpreting students are not yet able to evaluate the results and conclusions of statements.
Exploring group concepts in abstract algebra through ChatGPT: An innovative approach to mathematical teaching and learning Mrope, Fadhili Mustafa
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.v12i2.17156

Abstract

Traditional methods often struggle to engage students and effectively communicate the intricacies of abstract algebra. This study aims to explore the future of mathematics teaching, with a focus on integrating group theory concepts into Abstract Algebra using ChatGPT, an advanced language processing AI. Chat transcripts edited with ChatGPT were analyzed to gain insights into the evolving landscape of mathematics education, specifically concerning group theory. Group theory is a fundamental branch of Abstract Algebra poised to shape the future of mathematics instruction. ChatGPT facilitates interactive discussions and problem-solving tasks related to group operations, properties, and theorems, offering personalized explanations and guidance tailored to individual student needs. The study highlights the potential of AI-driven platforms like ChatGPT to revolutionize mathematics education by providing dynamic and engaging learning experiences centered around group theory. Furthermore, the study emphasizes the importance of incorporating group theory into mathematics curricula to foster critical thinking, problem-solving skills, and interdisciplinary connections. Educators are urged to leverage innovative tools like ChatGPT alongside traditional pedagogical approaches to ensure effective teaching and learning. Through thoughtful implementation and ongoing professional development, educators can harness AI's power to create inclusive, equitable, and enriching learning environments, empowering students in abstract mathematical reasoning and analysis.
Integration of Sustainable Development Goals in university STEM courses: A case study Nuha, Muhammad Azmi; Sangco, Retchelle P.
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.v12i2.17196

Abstract

The objectives of this study are: (1) to provide an overview of the validity of learning tools for STEM Method courses based on the Sustainable Development Goals Curriculum, (2) to assess the practicality of these learning tools, and (3) to evaluate their effectiveness in enhancing students' problem-solving abilities. This research employs the Research and Development (R&D) methodology. Data collection methods include interviews, product validation, questionnaires, and tests. Data analysis techniques encompass qualitative analysis, product validity testing, practicality testing, and effectiveness testing. The findings indicate that: (1) learning tools for STEM Method courses based on the Sustainable Development Goals curriculum comprise a Learning Plan and teaching materials, both of which are highly valid (scores of 3.4 and 3.5 respectively), (2) the practicality test of the teaching materials scored 3.73, indicating high practicality, and (3) these tools effectively improve students' problem-solving abilities, as evidenced by the experimental class outperforming the control class. In conclusion, the study demonstrates that the designed learning tools aligned with the Sustainable Development Goals Curriculum not only show strong validity and practicality but also significantly enhance students' problem-solving skills in STEM education contexts.

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