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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.
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Articles 570 Documents
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Technology acceptance and students’ attitude towards technology-based self-directed learning: The mediation effect of technological self-efficacy and learning motivation Aabeyir, Boniface; Boateng, Francis Ohene
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.v13i3.19533

Abstract

The study investigated how students at three public colleges of education in the Ashanti Region perceive and engage with technology-driven self-directed learning. Specifically, it examined the interconnections among technology acceptance, technological self-efficacy, learning motivation, and attitudes towards technology-based self-directed learning. The study also investigated the mediating role of technological self-efficacy between technology acceptance and learning motivation, as well as the mediating role of learning motivation between technological self-efficacy and attitudes towards technology-based self-directed learning. Additionally, it explored the combined mediation effect of both technological self-efficacy and learning motivation on the relationship between technology acceptance and attitudes towards technology-based self-directed learning in mathematics. Using structural equation modeling (SEM) with 237 purposefully selected participants, the findings revealed several insights. First, there was no significant direct relationship between technology acceptance and attitudes towards technology-based self-directed learning. Second, technological self-efficacy did not significantly influence attitudes towards technology-based self-directed learning independently. However, learning motivation was found to significantly impact students' attitudes towards technology-based self-directed learning. Furthermore, the study indicated that technological self-efficacy partially mediated the relationship between technology acceptance and learning motivation. Crucially, both technological self-efficacy and learning motivation together significantly mediated the relationship between technology acceptance and attitudes towards technology-based self-directed learning. Based on these findings, the study recommended that educators guide students by providing access to user-friendly and beneficial technological tools. This approach aims to inspire and motivate students to effectively participate in independent learning using technology.
Modelling the influence of teachers’ knowledge and student-teacher relationship on students’ perceived achievement in trigonometry Aabeyir, Boniface; Boateng, Francis; Bonyah, Ebenezer; Amoah-Mensah, John
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 3 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This paper investigated the effects of teachers’ subject matter knowledge, pedagogical content knowledge and student-teacher relationship on students’ perceived achievement in trigonometry. The paper also investigated the indirect effect of pedagogical content knowledge on students’ perceived mathematics achievement through subject matter knowledge. A six-point Likert scale questionnaire was used to collect data on teachers’ subject matter knowledge, pedagogical content knowledge, student-teacher relationship and students’ perceived achievement in trigonometry. Stratified sampling technique was used to select five schools in the Bekwai Municipality, comprising three public schools and two private schools. In all, 460 students were sampled. Partial least squares structural equation modelling was used to develop a model indicating the direct relationships between student-teacher relationship, teachers’ subject matter knowledge, pedagogical content knowledge and students’ perceived achievement in trigonometry. The results indicated that student-teacher relationship had no significant influence on students’ perceived achievement in trigonometry. However, both subject matter knowledge and pedagogical content knowledge significantly and positively influence students’ perceived achievement in trigonometry. It was also established that pedagogical content knowledge partially mediated the relationship between teachers’ subject matter knowledge and students’ perceived mathematics achievement. The study concludes that teachers’ subject matter knowledge and pedagogical content knowledge significantly enhance students’ perceived achievement in trigonometry, while student-teacher relationship shows no significant impact. The study shows that teacher content and pedagogical knowledge significantly impact students’ perceived trigonometry achievement, highlighting key areas for teacher development. It is recommended that stakeholders in education such as Ministry of Education, Ghana Education Service, teacher unions and heads of secondary schools should frequently organize workshops/seminars for mathematics teachers to improve upon their mastery of the subject matter knowledge including trigonometry. Seminars on mathematics teachers’ professional development should be tailored toward equipping teachers with the requisite pedagogical skills in trigonometry.
The effect of the reciprocal teaching-learning model on the mathematical representation ability of eighth grade students viewed from self-esteem Fitriani, Elis; Hendrastuti, Zuida Ratih; Franita, Yesi
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.v13i3.19606

Abstract

Effective mathematical representation is a fundamental component of mathematical problem-solving; however, many students experience persistent difficulties in developing this ability. This study aims to (1) examine differences in students’ mathematical representation abilities between those taught using the reciprocal teaching–learning model and those taught through direct instruction, (2) compare mathematical representation abilities among students with high, medium, and low self-esteem, and (3) investigate the interaction between learning model and self-esteem. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent posttest-only control group. The experimental class consisted of 5 students with high self-esteem, 24 with medium self-esteem, and 3 with low self-esteem, while the control class included 6, 20, and 6 students in the respective categories. Data were analyzed using a two-way ANOVA. The results indicate that (1) students taught through the reciprocal teaching–learning model demonstrated significantly higher mathematical representation abilities than those taught using direct instruction, (2) mathematical representation abilities differed significantly across levels of self-esteem, and (3) there was no significant interaction between the learning model and self-esteem. In conclusion, the reciprocal teaching–learning model is more effective than direct instruction in enhancing students’ mathematical representation abilities, regardless of their self-esteem levels. The contribution of this study lies in providing empirical evidence that reciprocal teaching–learning can serve as an effective instructional model for strengthening mathematical representation skills while clarifying the independent role of self-esteem as an affective factor in mathematics learning.
The Teaching strategies for enhancing computational thinking and mathematics: A systematic review Alamanan, Dzakariyo Zaqfan; Subekti, Fitrianto Eko; Nadzeri, Mohamad Basri
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.v13i3.20146

Abstract

This study aims to systematically examine how different instructional strategies influence students’ computational thinking (CT) and mathematical abilities within mathematics education. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, this study analyzed 13 peer-reviewed articles published between 2020 and 2025 that met predefined inclusion criteria. The reviewed studies were selected using Publish or Perish software and primarily sourced from Google Scholar and Scopus-indexed journals. The analysis focused on research trends, methodological approaches, educational levels, geographical distribution, subject matter, and the effectiveness of learning strategies in fostering CT and mathematical skills. The results reveal that instructional approaches integrating CT with STEM-oriented models—such as Project-Based Learning (PjBL), the SSCS model, and technology-enhanced learning using augmented reality and digital tools—consistently improve students’ problem-solving, abstraction, and higher-order thinking skills in mathematics. The findings also indicate that learner characteristics, particularly self-efficacy and learning styles, play a significant role in CT development. Most studies were conducted at the junior high school level and were geographically concentrated in Java, highlighting an imbalance in research coverage. In conclusion, this review confirms that innovative, technology-supported, and adaptive learning strategies are effective in strengthening computational thinking within mathematics education. The contribution of this study lies in providing a comprehensive mapping of instructional strategies linked to CT outcomes, offering theoretical insights, methodological guidance, and practical implications for educators and researchers seeking to integrate computational thinking into mathematics curricula more effectively.
Exploring mathematics teachers' instructional and formative assessment practices for fostering 21st-century skills acquisition among secondary school students in Tanzania Mathias, George; Lupeja, Thabita; Deogratias, Emmanuel
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.v13i3.20303

Abstract

Strengthening the development of 21st-century skills in rural secondary schools remains an urgent educational priority, prompting this study to examine how mathematics teachers enact instructional and formative assessment practices to support these competencies. This qualitative research investigates how mathematics teachers in Kwimba district, Tanzania, design and implement pedagogical and assessment strategies to cultivate critical thinking, creativity, collaboration, communication, problem-solving, and digital literacy. Data were collected from ten mathematics teachers across ten public ordinary-level secondary schools through semi-structured interviews, classroom observations, and documentary reviews. Thematic analysis was applied to identify recurring patterns in instructional and assessment practices. Findings show that while teachers exhibit moderate competence in promoting critical thinking and problem-solving, their capacity to enhance creativity, collaboration, communication, and digital literacy remains limited. Structural constraints—including overcrowded classrooms, insufficient training, and limited resources—restrict the effective use of student-centered instruction and formative assessment. The study recommends targeted professional development, improved access to instructional materials, and greater curricular flexibility to strengthen teachers’ ability to foster 21st-century competencies. The study contributes novel empirical insights into the instructional–assessment nexus in under-resourced rural contexts, offering evidence to inform policy and teacher-capacity reforms.
Adult learners’ perceptions of transformational educational leadership in enhancing access to adult education in Nigerian higher institutions Sulaimon, Jamiu Temitope; Adeoye, Moses Adeleke; Mohammed, Lawal Mustapha
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.v13i3.20944

Abstract

Access to quality adult education remains a persistent challenge in Nigeria, despite policy initiatives promoting lifelong learning and flexible higher education pathways. Adult learners frequently encounter socio-economic, institutional, and logistical barriers that hinder access, participation, and programme completion. This study examined the influence of transformational educational leadership on adult learners’ access to, participation in, and satisfaction with adult education programmes in Nigerian higher institutions. Focusing on postgraduate students in the Faculty of Education at the University of Ilorin, the study targeted a diverse population of working adults balancing academic, professional, and family responsibilities. A descriptive survey research design was employed, with data collected through a structured questionnaire administered to 185 respondents. Descriptive statistics were used to address the research questions, while Pearson Product–Moment Correlation was applied to test the hypothesis at a 0.05 significance level. The findings indicated that adult learners perceived transformational educational leadership as highly effective in enhancing access, participation, and satisfaction. Key leadership practices—such as clear vision articulation, individualised consideration, intellectual stimulation, and flexible programme delivery—emerged as significant enablers of learner engagement. The correlation analysis revealed a strong positive relationship between transformational leadership and learners’ satisfaction (r = 0.651, p < 0.05). The study concludes that transformational educational leadership plays a critical role in fostering inclusive, motivating, and supportive learning environments for adult learners. This research contributes to educational leadership literature by demonstrating the learner-centred impact of transformational leadership and offers practical implications for institutional leaders and policymakers seeking to improve access, retention, and equity in adult education within Nigerian universities.
Machine learning integrated virtual and augmented reality in education: A systematic literature review and bibliometric analysis (2015–2025) Agustito, Denik; Harini, Esti; Trisniawati, Trisniawati; Sari, Eka Yulia; Nadzeri, Mohamad Basri; Kuncoro, Krida Singgih; Kusumaningrum, Betty; Setyawan, Dhimas Nur
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.v13i3.21319

Abstract

The integration of machine learning (ML) with immersive technologies—Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and Extended Reality (XR)—has generated significant momentum in educational innovation over the past decade. ML-enhanced immersive environments now support adaptive feedback, multimodal sensing, pose estimation, automated performance evaluation, and real-time learning analytics, offering new pathways for personalized and experiential learning. Despite rapid growth, existing research remains fragmented across domains such as engineering, health, arts, and language education, with limited synthesis explaining how these studies connect, evolve, and shape the knowledge structure of ML–VR/AR research. To address this gap, this study conducted a combined Systematic Literature Review (SLR) and bibliometric analysis of Scopus-indexed publications from 2015 to 2025. Eligibility assessment resulted in 58 studies included in the final analysis. Bibliometric findings show consistent growth in ML–VR/AR educational research, with publications spread across diverse journals and domains. This review offers a comprehensive mapping of scientific influence, thematic structure, and developmental trajectories in ML–VR/AR educational research. Findings provide a foundation for advancing adaptive immersive learning models, strengthening theoretical integration, and guiding future ML-driven XR innovations across educational contexts.
Mapping the global landscape of Roblox-based learning research in a bibliometric analysis Trisniawati, Trisniawati; Rhosyida, Nelly; Kuncoro, Krida Singgih; Septiani, Devi; Sulistyowati, Fitria; Kusumaningrum, Betty; Erlangga, Sony Yunior; Setyawan, Dhimas Nur; Sain, Zohaib Hassan
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.v13i3.21333

Abstract

Roblox has emerged as a prominent platform-based learning environment that bridges gamification, immersive virtual worlds, and interactive pedagogies. Despite its growing adoption in educational contexts, the global research landscape on Roblox Education has not yet been systematically mapped. This study aims to analyze the structure, dynamics, and thematic evolution of scholarly publications related to Roblox-based learning within the Scopus database from 2020 to 2025. Using a bibliometric approach supported by performance analysis and science mapping techniques in Biblioshiny, this study examines 37 documents indexed in 26 sources, involving 214 authors and an annual growth rate of 58.49%. The findings reveal high collaboration intensity (8.78 co-authors per document) and considerable academic influence, with an average of 69.97 citations per publication. Korea, the United States, Indonesia, India, Spain, and China emerged as leading contributors to the field. Science mapping shows four dominant thematic structures: (i) metaverse and virtual reality as motor themes; (ii) Roblox, education, artificial intelligence, and e-learning as basic themes; (iii) educational alternatives and niche digital environments as highly developed but isolated themes; and (iv) emerging or declining themes, including avatars, computational theory, and video games. Trend analysis indicates a strong shift from conventional e-learning toward immersive, metaverse-driven, and game-based pedagogies between 2022 and 2024. Reference spectroscopy highlights 2020–2023 as a pivotal period marked by rapid theoretical expansion following global pandemic-related digitization. Overall, the findings demonstrate that Roblox Education represents a rapidly maturing and multidisciplinary research domain, with substantial potential to support experiential learning, digital creativity, and the remediation of learning loss. Implications for future research include the integration of adaptive AI, immersive assessment frameworks, and curriculum-level adoption of platform-based learning.
Identifying learning pace in mathematics classrooms: What teachers can see—and what they miss without information support Balkist, Pujia Siti; Hamdallah, Farhan; Kuncoro, Krida Singgih; Siswanto, Rizky Dwi; Rahmat, Dadan
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.v13i3.21915

Abstract

Identifying students’ learning pace is a central task for teachers in inclusive mathematics classrooms, yet such identification is often based on observable performance indicators such as task completion speed and correctness of answers. This study investigates the extent to which teachers’ judgments of students’ learning pace align with students’ number sense profiles, and examines which aspects of number sense remain invisible without information support. Using a descriptive–comparative design situated in the analysis phase of design research, the study involved an inclusive lower secondary mathematics classroom. Teachers classified students as slow, moderate, or fast learners based on regular classroom observations, while students completed a validated number sense assessment focusing on estimation, numerical magnitude understanding, strategy flexibility, and evaluation of reasonableness. The results reveal partial alignment between teachers’ judgments and students’ number sense, with systematic misalignments among students categorized as fast and slow learners. Some fast learners demonstrated procedural fluency without adequate evaluation of reasonableness, while some slow learners exhibited emerging number sense that was not reflected in teachers’ judgments. The findings highlight the need for information support to make latent cognitive indicators visible and support more equitable learning pace identification. By reframing learning pace as a cognitively informed construct rather than a purely performance-based label, this study contributes empirical grounding for the design of information-supported systems that augment teacher judgment and promote inclusive assessment practices in mathematics education.
Development of Articulate Storyline 3-based learning media to improve students’ critical thinking and learning interest in junior high school statistics Sari, Putri Puspita; Nasrullah, Anton; Caesarani, Sarah; Marlina, Mira; Ratnasari, Silvia; Huynh, Nguyen Tan
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.v13i3.21931

Abstract

Statistics learning at the junior high school level requires students to develop critical thinking ability and learning interest; however, in practice, both aspects remain relatively low due to the dominance of conventional instruction and the limited use of interactive learning media. This study aims to develop interactive learning media based on Articulate Storyline 3 and to examine its validity, practicality, and effectiveness in improving students’ critical thinking ability and learning interest in junior high school statistics. The study employs a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects include 30 eighth-grade students divided into an experimental class and a control class. The research instruments comprise expert validation sheets, student response questionnaires, learning interest questionnaires, and critical thinking ability tests. The results indicate that the developed learning media demonstrate very high validity, excellent practicality, and effectiveness in enhancing students’ critical thinking ability and learning interest. Therefore, interactive learning media based on Articulate Storyline 3 are feasible as an innovative alternative for junior high school statistics learning. This study contributes to mathematics education by refining the integration of interactive digital media within statistics learning, offering an ADDIE-based development framework that informs future instructional design research while providing practical guidance for teachers in fostering student-centered learning and critical thinking.

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