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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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Ethnomodelling as a polysemy of ethnomathematics Madruga, Zulma Elizabete de Freitas
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19480

Abstract

Ethnomathematics values various forms of mathematical knowledge in different cultural contexts. This polysemic concept refers not only to different forms of knowledge, but also to the interconnection between these practices and other fields of knowledge. Ethnomathematics provides a perspective that respects cultural diversity and fosters a deeper comprehension of mathematics as an integral aspect of human activities. In that regard, this article discusses Ethnomodelling as a polysemy or conception of Ethnomathematics from an intercultural viewpoint. To do so, the concepts of Ethnomodelling and ethnomodels are introduced, along with their contributions to an intercultural Mathematics Education. Ethnomodelling is understood here as a theoretical-methodological construct, an emerging approach that connects Ethnomathematics to Mathematical Modelling based on ethnomodels, aiming to establish communication among different systems of mathematical knowledge and enabling intercultural comparisons and translations between local and global approaches. This research contributes theoretically by expanding Ethnomathematics through modelling processes, methodologically by proposing dialogical analysis between formal and informal mathematics, and practically by enhancing culturally responsive mathematics education.
The role of peer interaction in fostering student motivation in mathematics education Wulandari, Amima; Kusumaningrum, Betty; Istiqomah, Istiqomah; Arigiyati, Tri Astuti; Bergman, Luc
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19481

Abstract

Mathematics is often seen as a challenging subject that demands not only cognitive ability but also sustained motivation. This study investigates how peer interaction can act as a catalyst for enhancing students’ motivation to learn mathematics. Adopting a qualitative approach with a survey design, data were collected from 40 high school and vocational students in Gunungkidul, Indonesia. Thematic analysis of open-ended questionnaire responses revealed that 72% of students reported higher motivation when learning alongside peers. Key motivational drivers included emotional support, collaborative problem-solving, and peer-driven encouragement. Interestingly, the study also highlighted potential setbacks such as interpersonal conflicts, which may reduce motivation. These findings affirm the transformative role of peer relationships in academic contexts and suggest that fostering supportive peer networks can be a strategic tool in improving students’ engagement with mathematics. This study contributes to educational psychology and mathematics education by demonstrating that peer interaction not only fosters emotional well-being but also improves students’ cognitive engagement with complex mathematical concepts. The findings offer practical insights into how structured peer collaboration can be integrated into instructional design to support diverse learner needs. By highlighting the dual role of peer interaction, as both an academic and affective resource, the study provides a foundation for developing socially responsive and student-centered learning environments aimed at improving mathematical achievement.
Many paths, one unknown: Uncovering the diverse minds behind algebraic thinking Maudy, Septiani Yugni
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19502

Abstract

This qualitative study examines the diversity in algebraic thinking among high school students (Grades VII-IX) by considering algebraic activity models, reasoning types, and generalization layers. We used clinical interviews along with task-based assessments so that we could investigate students' problem-solving processes with just a hermeneutic phenomenological approach. Participants solved contextualized algebra problems using several solution strategies. These strategies included visual representations, arithmetic generalizations, proportional reasoning, and symbolic parameterization. The findings reveal three key conclusions: (1) students think algebraically and develop along a continuum from concrete representations to abstract symbolic reasoning; (2) cultural and instructional contexts influence their ability to transition between factual, contextual, and symbolic generalization layers quite greatly; and (3) multimodal approaches understand algebra better via accommodating diverse cognitive styles. This study contributes in two primary ways for mathematics education research: First, it analyzes semiotic progression within non-Western educational contexts through such culturally-situated framework, which then addresses a gap for current algebra research. Second, it offers design principles validated empirically for creating inclusive algebraic tasks. These tasks do support multiple entry points as well as solution pathways. The results do show that it is important for us to teach in an adaptive manner by both recognizing and then nurturing diverse mathematical styles of thinking in algebra education.
A study on mathematics anxiety and its manifestations in vocational high school students Sahidah, Nur; Kusumaningrum, Betty; Ayuningtyas, Annis Deshinta; Wijayanto, Zainnur; Bergman, Patrick
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19509

Abstract

Mathematics is often perceived as a difficult subject that triggers anxiety, especially among students facing academic pressure. This study aims to analyze and describe the level of mathematics anxiety experienced by final-year vocational high school students. Employing a descriptive qualitative approach, data were collected through a questionnaire distributed to six randomly selected Grade XII students from a vocational school in Gedangsari. The instrument consisted of 23 statements: 6 positive and 17 negative using a Likert scale to assess students’ anxiety. Data analysis followed the Miles & Huberman model, which includes data reduction, display, and verification. The results showed varying levels of mathematics anxiety: 2 students were categorized as having very high anxiety, 3 were in the moderate category, and 1 student experienced very low anxiety. Students with high anxiety reported symptoms such as trembling hands, increased heart rate, mental blocks, and a lack of confidence during mathematics tasks. Meanwhile, students with lower anxiety demonstrated greater emotional control, focus, and proactive engagement in learning activities. The findings indicate that mathematics anxiety can significantly hinder students’ cognitive and emotional capacity to learn effectively. This study contributes to educational psychology by providing insight into how mathematics anxiety manifests among vocational high school students. It highlights the importance of recognizing emotional factors in learning, particularly in high-pressure academic contexts. The results can inform teachers, counselors, and curriculum designers in developing supportive strategies to reduce anxiety and enhance mathematical engagement in vocational education. In conclusion, addressing mathematics anxiety is crucial for fostering a positive and supportive learning environment that empowers students to perform better academically. This research contributes to the understanding of mathematics anxiety in vocational education and emphasizes the need for empathetic, emotion-sensitive teaching approaches that support both cognitive and emotional student development.
The relationship between mathematical attitudes and procrastination in learning exponential concepts Maharani, Lutfiyah; Fakhriyana, Dina
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19530

Abstract

This study examines the relationship between students' attitudes toward mathematics, procrastination habits, and their mastery of NCTM's basic mathematical abilities in exponential material. Using a quantitative correlational approach, the research employed saturated sampling with 34 eighth-grade students from MTs Islamic Center as both sample and population. Data were collected via a mathematics attitude questionnaire, a procrastination questionnaire, and an NCTM-based math test, then analyzed using IBM SPSS Statistics 25 and Microsoft Excel. Results indicated: (1) a significant positive correlation (r = 0.730, R² = 53.2%) between mathematics attitude and NCTM ability mastery; (2) a significant negative correlation (r = -0.568, R² = 32.3%) between procrastination and NCTM mastery; and (3) a combined correlation (r = -0.485, R² = 59.2%) between both factors and NCTM ability. Theoretically, this study enriches understanding of affective influences—motivation and anxiety—on math learning. Practically, it highlights the need for teaching strategies that address students' emotional needs, such as contextual and participatory approaches, aligning with NCTM standards for fostering conceptual understanding and problem-solving skills. These findings emphasize improving math attitudes and reducing procrastination to enhance foundational competencies in exponential functions. Additionally, this research provides empirical evidence supporting the integration of psychological and pedagogical interventions in mathematics education to optimize learning outcomes.
Collaborative Online International Learning (COIL): University students’ feedback to international communication in Japan Miller, Adam L.; Ali, Rajib
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19588

Abstract

Collaborative Online International Learning (COIL), has been an accessible tool for online collaboration and learning for close to 20 years. Previous papers have explored the potential benefits of this teaching approach in regards to improved language acquisition, increased cultural awareness, and the potential to enrich learning environments. The aim of this paper is to acquire feedback from university students in Japan who have completed a COIL program, to see how they perceive the experience; in so doing, it is hoped that this study can inform how Japanese university students perceive their participation in a COIL program, with a focus on its impact on intercultural communication, language development, and collaborative learning. A mixed-methods approach was employed, including a Likert-scale questionnaire and open-ended responses from 21 first-year students at a private university in Nagoya City, Japan, after completing a 7-week COIL program with a North American university.While small in scale, the study found that although some logistical and technical difficulties were raised by the students, their experience with COIL was an enjoyable and rewarding one. The study contributes to the existing literature by offering student-centered insights into COIL experiences in Japan and proposes a practical implementation model (GORMS) for future programs.
Digital media literacy and mathematical performance among the first year college students Dumaboc, Shara Gean G.; Ganiohan, Josiel A.; Taja-on, Evan P.
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19597

Abstract

Digital media literacy is essential in navigating and effectively utilizing digital tools for educational success in today’s technology-driven world. In mathematics education, leveraging these skills enables students to engage with digital resources that support learning and enhance performance, though many still face challenges in integrating these competencies effectively. The study employed a descriptive correlational design to examine digital media literacy and mathematical performance among students. Respondents were selected from seven departments of San Isidro College using stratified random sampling. The study reveals that students exhibit high digital media literacy, reflecting their readiness to utilize digital tools across academic contexts. However, the observed association between digital media literacy and mathematical performance is minimal and statistically insignificant, indicating that digital competencies alone may not substantially influence mathematics outcomes. These findings suggest that while digital media literacy is important, its role in mathematics education requires further contextual alignment to optimize its impact. Moreover, the results highlight the need for more targeted integration of digital tools within mathematics instruction to enhance their educational outcomes.
Comparative impacts of project-based learning and other strategies on creative thinking in STEAM education: A systematic literature review Abdika, Ahmad Ijlal; Agoestanto, Arief; Mariani, Scolastika; Sugiman, Sugiman
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19600

Abstract

Creative thinking is the ability to generate and develop new ideas. It is considered a high-level thinking skill that plays a crucial role in the 21st century. According to the 2022 PISA results, the creative thinking skills of Indonesian students are categorized as low. The Project-Based Learning (PjBL) model, when integrated with the STEAM approach, offers a promising strategy to enhance creative thinking. This study aims to provide an overview of how various teaching strategies—particularly PjBL—compare to other approaches in fostering creative thinking through the STEAM framework, using a Systematic Literature Review. Following the PRISMA protocol, nine relevant articles were identified that addressed the research questions. The findings indicate that the PjBL-STEAM approach has a significantly more positive, profound, and sustainable impact on improving creative thinking skills across all educational levels compared to other pedagogical strategies. PjBL fosters creativity not only as an academic skill but also as a life competency, integrated with 21st-century social, emotional, and problem-solving abilities. This study offers direction for future research in evaluating effective learning models to enhance creative thinking.
Development of similarity module based on ethnomathematics of Troso Jepara fabric motifs to improve numeracy literacy Noviyanti, Dina; Basir, Mochamad Abdul
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19605

Abstract

This study aims to develop a similarity learning module based on ethnomathematics by raising the Troso Jepara fabric motif as a relevant local cultural context, and to examine the validity and practicality of the module in improving students' numeracy literacy. The ethnomathematics approach is used to integrate cultural values ​​in mathematics learning, so that students not only understand the concept of similarity abstractly but are also able to relate it to everyday life. The research method used is the 4D development model (Define, Design, Develop, Disseminate), with a focus on the development and validation stages. For the Disseminate stage, this stage was not carried out. The instruments used include expert validation sheets and teacher and student response questionnaires. The results of the validation by experts obtained an average final score of 3.62, indicating that the module is in the very valid category with several suggestions for product revision, while the results of teacher and student responses obtained an average score of 3.36 indicating that the module is practical to use. Thus, this module can be an alternative contextual and meaningful teaching material in mathematics learning at junior high school level. The results of this study indicate that the developed learning module has met the criteria of being valid and practical for use. Through this study, teachers can integrate local cultural values ​​into mathematics learning, which not only enriches the ethnomathematics approach but also supports the improvement of students' numeracy literacy. This module has a positive impact on students' ability to understand the concept of similarity and apply it relevantly in the context of local culture, so that learning becomes more meaningful and applicable.
The impact of using the Alef platform on 11th grade advanced mathematics students' achievement in conic sections Alrababah, Anas Mahmoud Ahmad; Machisi, Eric
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19656

Abstract

This study investigates the impact of the Alef educational platform on student learning outcomes in the topic of conic sections, focusing on both academic performance and student perceptions. The research involved a purposive sample of 64 Grade 11 advanced mathematics students from a high school in Fujairah, United Arab Emirates. A quasi-experimental design was employed, incorporating pre-test and post-test assessments. Data were collected through a researcher-developed test and an online Likert-scale survey. The findings indicate that the Alef platform significantly enhances students’ understanding of conic sections by personalizing instruction to meet individual needs and by using interactive media to present multiple representations of mathematical concepts. This approach caters to diverse learning styles and promotes deeper engagement. Moreover, students reported being able to recall key lesson ideas effectively and felt comfortable participating in class without fear of ridicule. They expressed enjoyment in learning conic sections through the Alef platform and expressed a desire for its broader integration across mathematics lessons. Overall, the Alef platform positively influenced students’ perceptions of mathematics. The study highlights the value of integrating technology into mathematics education to create a more inclusive and effective learning environment. This study contributes to mathematics education by providing empirical support for the use of technology-enhanced, student-centered learning environments—grounded in constructivist and self-determination theories—to improve conceptual understanding and motivation in specific mathematical topics.

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