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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 651 Documents
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Development of Genially-based interactive learning media to enhance junior high school students’ mathematical literacy and mathematical disposition Rio Tri Hartanto; Anton Nasrullah; Ratu Khoirotun Nisa; Shahzadi Hina
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.22032

Abstract

Mathematics learning at the junior high school level continues to face various challenges, particularly the low levels of students’ mathematical literacy and mathematical disposition, which are largely caused by the limited availability of interactive learning media. Students often experience difficulties in understanding problem information, organizing concepts, and constructing solutions systematically, especially in the topic of integers. This study aimed to develop Genially-based interactive learning media for the topic of integers for seventh-grade junior high school students and to evaluate its validity and practicality. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The developed media were validated by a media expert, a subject-matter expert, and a language expert, and their practicality was tested through small-scale and large-scale trials involving junior high school students. The validation results indicated that the learning media achieved average scores of 86% from the media expert, 93% from the subject-matter expert, and 98% from the language expert, all of which fell into the “very valid” category. Meanwhile, the practicality test results showed scores of 86% in the small-scale trial and 84% in the large-scale trial, both of which were categorized as “very practical.” Based on these findings, the Genially-based interactive learning media were considered feasible for use and demonstrated potential to support the development of junior high school students’ mathematical literacy and mathematical disposition. This study contributes to mathematics education research by providing empirically validated evidence on the feasibility of Genially-based interactive learning media as an effective alternative to support students’ mathematical literacy and mathematical disposition, particularly in the topic of integers.
An investigation into mathematics education students’ logical reasoning in real analysis Edi Purwanto; Nita Fatma Fauziah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.20896

Abstract

This study is grounded in the urgency of strengthening logical reasoning in advanced mathematics, particularly in Real Analysis, where students are required to transition from procedural thinking to formal deductive proof. However, many mathematics education students still experience difficulties in constructing valid arguments, understanding formal definitions, and managing logical structures in proof-based contexts.This study explores mathematics education students’ logical reasoning after completing the Real Analysis course, a core subject emphasizing deductive proof and abstraction. The study employed a qualitative approach with a descriptive method. Students’ logical thinking abilities were assessed through problem-solving test scores aligned with established indicators of mathematical logical reasoning. Data analysis consisted of reduction, presentation, coding, conclusion drawing, and verification. The findings reveal that students’ logical thinking ability in the Real Analysis course falls within the moderate category. The highest achievement was found in indicator 2, namely the ability to draw conclusions or make predictions based on probability, which reached the high category. Conversely, the lowest performance was observed in indicator 3, drawing conclusions or making predictions based on the correlation between two variables, categorized as low. The findings provide insight for improving reasoning-oriented instruction in Real Analysis. This study contributes to mathematics education by providing an empirical and indicator-based profile of students’ logical reasoning in advanced mathematics, offering a foundation for designing targeted instructional strategies to enhance proof-oriented learning in Real Analysis courses.
Interactive Flipbook-assisted digital learning resources for teaching algebraic function derivatives Yuliani Yuliani; Iik Nurhikmayati; Sudianto Sudianto
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.18983

Abstract

This study aims to develop interactive digital teaching materials in the form of flipbook-assisted resources to enhance students’ understanding of algebraic function derivatives. In the digital era, traditional instructional methods often fail to engage students effectively, leading to gaps in conceptual understanding. Interactive flipbooks provide an alternative by integrating multimedia elements that align with the needs of modern learners.This research employed a Research and Development (R&D) approach using the 4-D (Define, Design, Develop, Disseminate) model. However, the study was limited to the development stage due to time and resource constraints. The instruments included validation sheets from media and material experts, as well as practicality questionnaires for teachers and students. Data were analyzed using a Likert scale to evaluate validity and practicality. The findings indicate that the developed flipbook-based teaching materials meet the criteria of validity and practicality in terms of curriculum alignment, relevance, and usability. Furthermore, their implementation contributes to improving students’ understanding of algebraic function derivatives, providing a foundation for advanced mathematics learning. This study concludes that the developed flipbook-assisted interactive teaching materials are both valid and practical, contributing to the advancement of digital mathematics learning by providing an engaging, flexible, and effective resource for enhancing students’ understanding of algebraic function derivatives.
Parental involvement in mathematical literacy development: a crosscultural systematic literature review of home-based practices and their impact Masnaeni Masnaeni; Nursalam Nursalam; Andi Kusumayanti; Andi Ika Prasasti Abrar
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.20152

Abstract

Parental involvement plays a crucial role in supporting children’s mathematical literacy, a key competence for meaningful participation in twenty-first-century societies. This study seeks to synthesize cross-cultural evidence on the forms, mediating factors, and effects of parental involvement in mathematics learning through a Systematic Literature Review with a qualitative meta-synthesis. Following PRISMA guidelines, 38 peer-reviewed studies published between 2018 and 2025 were identified and analyzed using thematic synthesis. The findings identify six interrelated thematic clusters of parental involvement: home-based academic support; affective and motivational support; home numeracy practices and family math talk; digital and media-based involvement; socio-cultural and economic mediation; and structured school–family partnerships. Across diverse cultural contexts, parental involvement is consistently associated with improvements in children’s conceptual understanding, mathematical reasoning, and positive dispositions toward mathematics. However, the form and effectiveness of such involvement are shaped by cultural values, parental readiness, and socioeconomic conditions. Theoretically, this study advances a culturally grounded conceptual model that clarifies how contextual and mediating factors shape parental involvement pathways to mathematical literacy outcomes. Practically, the findings provide guidance for culturally responsive, family-centered educational policies and interventions aimed at strengthening home school collaboration and reducing inequities in mathematical literacy development.
Articulate storyline integration in Ethnosmart learning media development Rendi Rama Dayu; Selvi Loviana
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21352

Abstract

Mathematics is a subject with varying levels of difficulty in each topic. Some concepts can be understood directly, while others are abstract and require learning media to facilitate understanding. The development of learning media at the junior high school (SMP) level is essential, as many students still experience difficulties in learning mathematics without adequate media support. Interactive media can serve as an effective tool to support students’ understanding, especially in social arithmetic material. This research aims to develop ethnomathematics-based learning media using Articulate Storyline (EthnoSmart) that meets validity and practicality criteria. The research employed a research and development method using a 4D model. The trial was conducted on grade VIII junior high school students. The research instruments included interview guides, media selection questionnaires, validation sheets, and student response questionnaires. Data analysis was carried out to determine the validity and practicality levels of the product. The results of evaluations by material experts, media experts, and cultural experts indicate that the developed media meets valid criteria. Students’ responses also show that EthnoSmart meets practical criteria. These findings indicate that ethnomathematics-based learning media using Articulate Storyline is appropriate for use in mathematics learning. In conclusion, EthnoSmart is a feasible and user-friendly learning medium that supports students’ understanding of social arithmetic concepts. This study contributes to the development of culturally responsive and interactive digital learning media by integrating ethnomathematics with modern technology, providing an alternative approach to enhance meaningful mathematics learning.
Analysis of an ethnomathematics-based problem-solving test instrument in the Maggale-Majjekka Game and the Syekh Yusuf Grand Mosque of Gowa Nur Qadriana Ramadani Iqbal; Siti Sabrina; Fitriani Nur; Sitti Mania; Lisnasari Andi Mattoliang
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21391

Abstract

This study aims to develop and assess the quality of an ethnomathematics-based mathematical problem-solving test instrument adapted from the traditional Maggale-Majjekka game and the architecture of the Syekh Yusuf Gowa Grand Mosque. This study used a quantitative descriptive method involving 17 ninth-grade students as subjects. The instrument consisted of 10 descriptive questions at cognitive levels C4-C6 and was assessed using Polya’s four-step rubric. The analysis of the instrument’s quality included item validity, reliability, difficulty level, and discriminating power. The results showed that nine items were valid, while one item was invalid. The Cronbach’s Alpha reliability value of 0.831 indicates excellent internal consistency. The difficulty level analysis shows that one item is classified as easy, two items are moderate, and seven items are difficult. The discriminating power shows that seven items are in the fair category, while three items are in the poor category. These findings indicate that the instrument is suitable for measuring problem-solving skills in a local cultural context and contributes to the development of standardised ethnomathematics-based assessments. Further research could expand the trial to a larger sample and refine items with low discriminating power. The study concludes that the developed ethnomathematics-based problem-solving test instrument demonstrates satisfactory psychometric properties and is appropriate for assessing students’ higher-order mathematical thinking within a cultural context. This research contributes by providing an initial model for integrating local cultural elements into standardized mathematical assessment, as well as offering empirical evidence that ethnomathematics-based instruments can achieve both contextual relevance and measurement validity.
Pre-service mathematics teachers' relational understanding in solving special cases of systems of linear equations in two variables David Pratama; Septiani Yugni Maudy; Warissara Audjam
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22213

Abstract

This study aims to describe the profile of Pre-service Mathematics Teachers' relational understanding in solving special cases of Systems of Linear Equations in Two Variables (SLETV) and to identify the factors underlying the emergence of cognitive impasse during the solving process. Using a qualitative method with a case study approach, the research was conducted on two final-year students at a state university in Karawang through whiteboard observations and unstructured clinical interviews during a comprehensive examination. The findings reveal that while students are proficient in solving routine problems with a single solution, they face a complete standstill when variables are entirely eliminated, such as in 0 = 0 or 0 = c results. Students tend to memorize technical steps without understanding the logical meaning behind the "disappearing variables". The primary factors for this confusion are low sensitivity to mathematical symbols and a reliance on mechanical self-learning from digital media. Although limited to two participants, this study highlights that pre-service teacher who only master technical procedures risk avoiding deeper conceptual teaching in future classrooms. This study concludes that a strong dominance of procedural fluency without relational understanding leads to cognitive impasse when students encounter non-typical algebraic structures. The contribution of this study lies in providing empirical evidence on the gap between procedural mastery and conceptual meaning-making among pre-service teachers, as well as offering critical insights for teacher education programs to design instruction that strengthens symbol sense, relational understanding, and pedagogical readiness in teaching non-routine mathematical cases.
The implementation of an ethnomathematics-based Flipbook–assisted problem-based learning model on students’ critical thinking skills based on cognitive style Marlin Respita Rini; Detalia Noriza Munahefi; Angela Vivian Budianto
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22256

Abstract

Critical thinking skills are essential in mathematics learning; however, students’ critical thinking skills at SMP Negeri 41 Semarang remain relatively low. This study aimed to determine the effectiveness of a Problem-Based Learning (PBL) model assisted by an ethnomathematics-based Flipbook of Semarang City on students’ critical thinking skills and to describe these skills based on cognitive style. The study employed a mixed-methods sequential explanatory design with a true experimental pretest–posttest control group design. The sample consisted of students from classes IX C and IX D in the 2025/2026 academic year, while six students were selected as qualitative subjects based on Field Independent (FI) and Field Dependent (FD) cognitive styles. The results show that the PBL model assisted by the Flipbook was effective, as indicated by individual  and classical mastery . The experimental group achieved a higher N-Gain than the control group and showed a significant difference based on the Independent Samples t-test . Furthermore, students with a Field Independent cognitive style obtained a higher mean score  than those with a Field Dependent cognitive style . Qualitative findings indicate that Field Independent students met critical thinking indicators well, while Field Dependent students met the indicators adequately. In conclusion, the PBL model assisted by an ethnomathematics-based Flipbook is effective in improving students’ critical thinking skills and reveals differences in performance based on cognitive style. This study contributes by providing an integrated instructional approach combining PBL, ethnomathematics, and digital Flipbook media while considering cognitive styles to enhance students’ critical thinking skills in mathematics learning.
Effectiveness of the TARL approach assisted by ZEP QUIZ on students’ conceptual understanding of three-variable linear equation systems Revita Lestari; Rizky Esti Utami; Dhian Endahwuri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22289

Abstract

This study aims to analyze the effectiveness of the Teaching at the Right Level (TARL) approach supported by ZEP QUIZ on students' mathematical concept comprehension abilities in Three Variable Linear Equation Systems (TVLES) material at SMA Negeri 1 Subah. However, studies integrating TARL with digital tools such as ZEP QUIZ in high school algebra remain limited. This study uses a quantitative approach with a posttest-only control group quasi-experimental design. The sample consisted of two classes selected purposively, namely the experimental class that received TARL learning with the help of ZEP QUIZ and the control class that received conventional learning. The research instruments were concept comprehension tests and student activity observation sheets. The data were analyzed using normality and homogeneity tests, Independent Sample t-Test, classical mastery analysis, and simple linear regression. The results showed that the average posttest score of the experimental group significantly outperformed the control group and achieved high classical mastery. Student activity also showed a strong positive effect on conceptual understanding. Thus, the ZEP QUIZ-assisted TARL approach was effective in improving students' mathematical conceptual understanding of TVLES material. This study contributes by providing empirical evidence on the integration of level-based adaptive learning and interactive digital tools to enhance students’ conceptual understanding in high school algebra.
Assemblr Edu AR-GeoGebra: Development of three-dimensional shapes material in junior high school on students' Junariah Junariah; Anton Nasrullah; Isnaini Mahuda; Ratu Khoirotun Nisa; Silvia Ratnasari; Mohamad Basri Nadzeri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22240

Abstract

This study aims to develop and evaluate Augmented Reality (AR) integrated with GeoGebra learning media to enhance students’ conceptual understanding and learning interest in three-dimensional shapes at the junior high school level. This research employed a Research and Development (R&D) approach using the 4-D model (Define, Design, Develop, and Disseminate). The study involved 29 ninth-grade students at a state junior high school in Cilegon, Banten, Indonesia. Data were collected through validation questionnaires, student response surveys, and conceptual understanding tests (pretest–posttest). The results showed that the developed learning media achieved high validity, with scores of 85% for media validation and 82% for material validation. The practicality level was also high, with a student response score of 89.2%, indicating that the media was easy to use and engaging. In terms of effectiveness, students’ conceptual understanding improved, as indicated by an increase in the average score from 60 (pretest) to 80 (posttest), with a gain score of 0.67 (moderate category). Additionally, students’ learning interest increased from the “fair” category to the “good” category. These findings indicate that AR-GeoGebra-based learning media has the potential to improve students’ conceptual understanding and learning interest in three-dimensional shapes. However, the results should be interpreted cautiously due to the limited sample size and the absence of inferential statistical testing. Therefore, further studies with larger samples and more rigorous analysis are recommended.

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