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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 558 Documents
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Analysis of junior high school students critical thinking skills in solving contextual-based problems Padilah, Elvira Barokah; Imswatama, Aritsya; Balkist, Pujia Siti
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.v13i1.18726

Abstract

Critical thinking skills involve analysis, evaluation, and reasoning—essential abilities that students need to navigate the challenges of globalization. However, many students still lack adequate critical thinking skills. This is evident from the 2022 Program for International Student Assessment (PISA) results, which indicate that Indonesian students' PISA scores remain low. Contextual questions, as tested in PISA, can serve as an effective tool for measuring students' critical thinking abilities. This study aims to analyze the critical thinking skills of junior high school students in solving contextual-based mathematics problems, particularly those aligned with the PISA framework. The research employs a quantitative descriptive method, administering six descriptive questions on the topic of curved surface geometry to 37 ninth-grade students at SMP Negeri 12 Sukabumi City. The findings reveal that 11% of students exhibit high critical thinking skills, 30% demonstrate moderate skills, and 59% possess low skills. Students' responses indicate that they struggle to meet the five critical thinking indicators: identifying, clarifying, analyzing, evaluating, and inferring. Based on data analysis, it can be concluded that the critical thinking ability of students at SMP Negeri 12 Sukabumi City remains low, with 59% of students categorized in the low-skill group. This study contributes to the understanding of students' critical thinking deficiencies and highlights the need for improved teaching strategies to enhance these essential skills.
Enhancing mathematical understanding through real objects: Insights from Tanzanian classrooms Deogratias, Emmanuel; Ngonyani, Christer; Gadala, Yoram
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.v13i1.18733

Abstract

This research investigates the use of real objects and improvisation as learning aids by mathematics teachers in secondary schools within Morogoro Municipality. The study employed a quantitative approach, involving 101 mathematics teachers, to assess the effectiveness of real objects and improvisation in enhancing students' understanding of mathematical concepts. Using a case study research design, the study targeted mathematics teachers in secondary schools in Morogoro Municipality, selected through purposive and convenience sampling. The findings reveal that real objects and improvisation have great potential in enhancing students’ understanding of mathematical concepts. Real objects can be effectively used to reinforce students’ comprehension of mathematics during classroom instruction. They also facilitate easier understanding of mathematical concepts, such as perimeter and area. Additionally, real objects promote student engagement in learning mathematics during lesson delivery and help students bridge the gap between theory and practice. These findings have significant implications for the teaching and learning of mathematics, as they indicate that students become more actively engaged with mathematical concepts, while teachers improve their pedagogical practices in secondary school settings. This study recommends the use of real objects in mathematics classrooms to increase student participation, relate mathematical concepts to students’ daily experiences, and enhance learning outcomes.
Analysis of the influence of the existence of national exams, school origin, and tutoring on mathematics motivation using decision tree Abadi, Ma'ulfi Kharis; Dasari, Dadan; Fatimah, Siti; Hendriyanto, Agus
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.v13i1.18743

Abstract

Mathematics is essential as it forms the foundation for sciences applied in the real world. Students' success in learning mathematics is crucial and must be prioritized. To understand and excel in mathematics, diligent study is required. Students who study diligently are often motivated by external factors such as outcomes, targets, environment, and teachers. Enthusiasm serves as the driving force that fosters the desire to learn effectively. Thus, motivation is a critical and consistent factor that encourages students to study diligently, ultimately improving their mathematics learning outcomes. This study examines the influence of school origin, national exams (UN), and tutoring on students' motivation to learn mathematics. The research involves a preliminary study, data collection, and analysis using a decision tree with the help of the Orange application. The results indicate that high motivation levels are more common among students attending public schools and those influenced by the presence of national exams. The findings of this study should be utilized by the government to enhance students' learning motivation and significantly improve mathematics learning outcomes. The study suggests targeted actions, including equitable resource allocation, alternative evaluation systems, teacher training, and enhanced counseling services, to effectively boost students' learning motivation and improve the overall quality of education. This research contributes by providing empirical evidence on the factors influencing students' motivation to learn mathematics, offering insights that can inform policies and interventions aimed at fostering a more effective and engaging learning environment.
English: English Nabila, Haya Fathin; Nu'man, Mulin
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.v13i1.18757

Abstract

This study examines the relationship between religious attitudes and students' mathematics learning outcomes at Madrasah Aliyah Negeri. This correlational approach research used a sample of 54 students. Data on religious attitudes were obtained through a questionnaire based on five aspects of religiosity, while mathematics learning outcomes were obtained through midterm summative scores. The Spearman Rank correlation test was used to analyze the data and showed that religious attitude had an insignificant relationship with mathematics learning outcomes. Overall religious attitude has a correlation coefficient of -0,235. Religious attitudes have an important role in shaping students' characters, such as discipline and responsibility, although they are not significantly related to mathematics learning outcomes. This finding provides an important insight that the relationship between religiosity and math learning outcomes is not direct and may be influenced by other factors such as time management or learning motivation. In addition, this study explains the integration of Islamic values in mathematics learning, for example through linking mathematical concepts with verses from the Qur'an. The results of this study contribute to the understanding of how religious values can be integrated into mathematics education, providing a foundation for further research on alternative factors that may mediate the relationship between religiosity and academic achievement.
P Pengembangan Media Pembelajaran Pedom Cah dengan Pendekatan Kontekstual pada Materi Pecahan Sari, Wiwin Purnama; Khoiriyah, Lathifatul; Pasha, M Kemal; Amanda, Lidya Desma; Khoiriyah, Siti
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.v13i1.18873

Abstract

Changes in education are one of the major impacts of the development of information technology. Technology has transformed the learning process from conventional to modern approaches. One innovation that can be applied is integrating learning media with technology. One such innovation is "Pedom Cah", a contextual approach-based learning media for teaching fractions. This media combines technology in the form of e-books with physical teaching aids. This study aims to develop learning media that is feasible, effective, and practical for fourth-grade students at SD Negeri 1 Wonoharjo. The research follows the Research and Development (R&D) method using the 4-D model (Define, Design, Develop, Disseminate). Data were collected through media validation, learning observations, student questionnaires, and learning outcome tests. The results of media validation obtained an average score of 4.00, exceeding the feasibility threshold of >3.00. The learning implementation achieved an average score of 87.5%, student activity scored 80.07%, student learning tests scored 84%, and student responses reached 91%. Based on these findings, it is concluded that "Pedom Cah" is a feasible, effective, and practical learning media for teaching mathematics in the classroom. This research contributes to the development of innovative, technology-based learning media that enhances student engagement and learning outcomes in mathematics.
Analysis of conjecture ability from the perspective of learning styles Ribaah, Robisha Zarifa; Yullah, Ahmad Sofi; Rahma, Marsida Aulia
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.v13i1.18880

Abstract

This study investigates students' ability to make conjectures based on their preferred learning styles. A qualitative descriptive research methodology was applied. The participants consisted of ten mathematics majors enrolled in the 2024–2025 academic year. Researchers employed a purposive sampling strategy to select the subjects. The test questions and learning style surveys used in the assessment tool were reviewed and approved by expert educators. Data from the test and the learning style questionnaire were analyzed to determine students' learning styles and their ability to formulate conjectures. The results indicate that visual learners demonstrated the highest ability to make conjectures, as they tend to perceive mathematical concepts visually before solving problems. In contrast, students with auditory or kinesthetic learning styles exhibited lower conjecture-making abilities, primarily due to memory-related challenges. However, students with these learning styles can still improve their conjecture skills with appropriate instructional approaches. Enhancing students' ability to formulate conjectures enables them to better explain mathematical concepts, derive information from mathematical problems, anticipate outcomes, develop solutions, and construct well-founded arguments. This study contributes to the field of mathematics education by providing insights into how different learning styles influence students' conjecture-making abilities, which can inform the development of more effective teaching strategies.
Exploration of STEM integration on student achievement in madrasah science competition: Qualitative approach Siregar, Nur Choiro; Warsito, Warsito; Rosli, Roslinda
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.v13i1.18895

Abstract

This study explores the impact of STEM integration on student performance in the Madrasah (school) Science Competition (KSM), focusing on how STEM-based learning enhances academic achievement. The growing importance of STEM education globally emphasizes its potential to improve students' scientific knowledge and critical thinking. Integrating STEM in Madrasah education, mainly through science competitions like the Madrasah Science Competition (KSM), challenges students to apply theoretical knowledge in practical, real-world contexts. Despite the increasing interest in STEM education, researchers have yet to fully understand its specific impact on student performance in KSM, particularly within the context of Islamic schools. Here, we examine how STEM integration affects student achievement in KSM. The research employs a qualitative approach, using thematic analysis to analyze open-ended questioning with students who participated in KSM. The results reveal that STEM integration on student achievement in KSM resulted in (a) scientific inquiry and problem-solving, hands-on experimentation, theoretical knowledge application, (b) use of technology and tools, and resource disparities, (c) increased engagement through STEM, and confidence in problem-solving, (d) limited access to resources, (e) collaborative learning in STEM projects, and team dynamics and support, (f) enhanced scientific understanding, and development of critical thinking skills, (g) improved KSM outcomes, and increased interest in science careers. The implications suggest incorporating STEM into Madrasah curricula can enhance academic achievement and foster critical thinking skills. Future research could explore the long-term impact of STEM integration on broader educational outcomes and investigate ways to scale STEM practices across Madrasah institutions.
Innovative teaching modules utilizing discovery learning to strengthen mathematical problem-solving skills Ismayanti, Syifa; Nurhikmayati, Iik; Jatisunda, Mohamad Gilar
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.v13i1.18981

Abstract

This research aims to strengthen students' mathematical problem-solving skills by creating teaching modules based on the Discovery Learning approach. Because traditional teaching approaches often fail to engage students effectively, the development of this module is essential. In our research, we use research and development (R&D) techniques with 4D models up to the Development stage, which concentrates on module design and testing. Based on the findings of the validity test, media experts got a score of 73%, while material experts got a score of 87%. The criteria used include relevance, completeness, ease of understanding, suitability for discovery learning, and problem-solving skills. Meanwhile, practicality received an average score of 93.5% from teachers and students. Therefore, modules can be considered legitimate and useful, and are expected to improve student engagement and problem-solving skills. Through this research, it is hoped to significantly advance mathematics education with the creation of more creative teaching strategies. The findings provide a foundation for future studies to refine and expand Discovery Learning-based instructional materials in mathematics education.
Improving students' high order thinking skills through the application of the bridging analogy learning model Ansely, Ghina; Rinaldi, Achi; Putra, Fredi Ganda
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.v13i1.19095

Abstract

Higher Order Thinking Skills (HOTS) are high-level thinking skills that include analytical, evaluative, and creative abilities. HOTS is essential in 21st-century education, where students are expected not only to recall information but also to think critically and creatively in facing various challenges. This study aims to determine the improvement of students' HOTS through the application of the Bridging Analogy learning model. The research design employed a quasi-experimental approach with one experimental class and one control class. The instruments used in this study were a HOTS test for Matrix material and a student learning activity questionnaire. Research data were analyzed using statistical analysis with SPSS. The ANCOVA results showed that the Bridging Analogy learning model significantly influenced students' HOTS. The data analysis also revealed that the average HOTS score of students in the experimental class (84.73) was higher than that of the control class, which used conventional learning (55). These findings indicate that the implementation of the Bridging Analogy learning model effectively enhances students' HOTS compared to conventional learning. This research contributes to the development of innovative learning models that support the improvement of students' higher-order thinking skills in mathematics education.
Mathematical literacy and learning style: An analysis of students’ PISA performance using Kolb’s framework Putri, Suci Kirani Aprilia; Elvi, Mariyanti; Siregar, Nur Asma Riani
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.v13i1.19101

Abstract

This study aimed to investigate the mathematical literacy of Grade VIII junior high school students based on their learning styles, as categorized by David Kolb. A qualitative approach with a descriptive research design was employed. The sample consisted of eight students, with two students representing each of the four learning styles: accommodating, assimilating, converging, and diverging. Data were collected through questionnaires, tests, and interviews. The research instruments included the Kolb Learning Style Inventory (KLSI), a mathematical literacy ability test, and an interview guide. Data analysis involved data reduction, data presentation, and conclusion drawing. The results revealed that students with accommodating and assimilating learning styles demonstrated proficiency in all three mathematical literacy indicators—formulate, employ, and interpret/evaluate—whereas students with a converging learning style met only two indicators (formulate and employ). In contrast, students with a diverging learning style fulfilled only one indicator (formulate). These findings suggest that students with accommodating and assimilating learning styles exhibited superior mathematical literacy skills compared to those with converging and diverging learning styles. This study contributes to the understanding of how different learning styles influence students' mathematical literacy and provides insights for educators to develop more effective teaching strategies tailored to diverse learning preferences.

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