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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.
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Articles 664 Documents
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The effectiveness of the Missouri Mathematics Project learning model on high school students' mathematical problem-solving skills and math anxiety levels Nadia Mei Safitri; Karim Karim; Kamaliyah Kamaliyah; Nasrudeen Ayinde Malik
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.v14i1.22323

Abstract

Mathematical problem-solving skills are one of the important competencies that students must have in mathematics learning. However, in reality, these skills are still relatively low, while math anxiety often arises and has the potential to hinder the learning process of students. Therefore, a learning model is needed that can improve mathematical problem-solving skills while paying attention to the affective aspects of students. This study aims to analyze the effectiveness of the Missouri Mathematics Project (MMP) learning model on high school students' mathematical problem-solving skills and levels of math anxiety. This study uses a pretest-posttest control group design. The research subjects were 10th grade students at State High School 1 Banjarmasin in the 2025/2026 academic year. The research instruments were a mathematical problem-solving ability test and a math anxiety questionnaire. The data were analyzed using descriptive and inferential statistics. The results showed that the mathematical problem-solving abilities of students taught using the MMP model were better than those of students taught using the conventional learning model. Meanwhile, the level of math anxiety among students in the MMP class was not significantly different from that in the conventional class. Thus, the MMP learning model is effective in improving students' mathematical problem-solving abilities, but has not yet shown its effectiveness in reducing students' math anxiety. This study contributes to mathematics education by providing empirical evidence that the Missouri Mathematics Project learning model can be used as an alternative instructional strategy to strengthen students' mathematical problem-solving skills, although additional approaches are still needed to address students' math anxiety.
Exploring problem-based learning with a caring community in the development of mathematics student worksheets Moh. Atikurrahman; Saiful Saiful; Muzayyanatun Munawwarah; Zohaib Hassan Sain
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.v14i1.21667

Abstract

Mathematics learning in senior high schools still tends to be oriented towards memorizing routine procedures and problems, thus under-developing critical thinking skills and students' socio-affective engagement. However, limited studies have integrated Caring Community values into Problem-Based Learning (PBL) in mathematics learning contexts. This study aims to describe the implementation of Problem-Based Learning (PBL) based on Caring Community in developing Student Worksheets in mathematics at Ibrahimy 2 High School Sukorejo, a boarding school. The study used a descriptive qualitative approach involving 1 mathematics teacher and 31 grade 10 students with data collection techniques in the form of observation, interviews, and documentation. Data analysis was carried out using the interactive model of Miles, Huberman, and Saldana through the stages of collection, reduction, presentation, and drawing conclusions. The results showed that the integration of PBL with Caring Community values was able to create more contextual, collaborative, and meaningful learning. Students became more active in problem investigations, group discussions, and showed increased courage in expressing ideas and presenting work results. In addition, a supportive and emotionally safe learning environment encouraged peer scaffolding and strengthened understanding of mathematical concepts. These findings indicate that Caring Community-based PBL has the potential to be an alternative mathematics learning method that not only develops cognitive aspects, but also social and affective aspects of students, especially in the context of Islamic boarding school education. This study contributes theoretically by extending the Problem-Based Learning (PBL) framework through the integration of Caring Community values, emphasizing that socio-affective dimensions play a crucial role in supporting mathematical understanding and collaborative knowledge construction.
The effect of realistic mathematics education (RME) on the improvement of students’ spatial ability in solid geometry Indah Ameliya Fitriani; Warsito Warsito; Ratu Sarah Fauziah Iskandar; Iden Rainal Ihsan
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.v14i1.22158

Abstract

This study aims to examine the effect of the Realistic Mathematics Education (RME) approach on students’ spatial ability in learning solid geometry and to identify the improvement in students’ spatial ability after its implementation. RME needs empirical evidence on how contextual tools and digital integration sustain long-term spatial ability. The research employed a mixed-methods approach with a Sequential Explanatory design, consisting of two stages: quantitative and qualitative. The population included all seventh-grade students totaling 98 students, while the sample comprised 65 students divided into an experimental class (33 students) and a control class (32 students). Data were collected using tests and interviews. The test instrument consisted of 10 essay questions that were valid and reliable. The independent samples t-test showed a significant difference (p = 0.022), and the N-Gain score (0.68) indicated a moderate improvement, with significance values of 0.058 for the experimental class and 0.200 for the control class, and were homogeneous with a significance value of 0.929. Qualitative findings from interviews indicated an improvement in students’ spatial ability in solid geometry. Overall, the results demonstrate that the RME approach has a positive effect and contributes to the improvement of students’ spatial ability. The findings confirm that the RME approach significantly enhances students’ spatial ability in solid geometry, demonstrating both statistically significant differences and meaningful learning gains compared to conventional instruction. This study contributes empirical evidence on the effectiveness of integrating contextual and representational learning within RME to systematically develop students’ spatial ability in geometry learning contexts.
Developing an ethnomathematics-based digital comic for learning systems of linear equations in two variables to enhance students’ mathematical literacy Putri Anugrah Ayuning Pratiwi; Annis Deshinta Ayuningtyas; Betty Kusumaningrum; Denik Agustito; Myrat Hayytjanov
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.v14i1.22656

Abstract

This study aimed to develop an ethnomathematics-based digital comic on Systems of Linear Equations in Two Variables (SLETV) and to examine its validity, practicality, and potential effectiveness in supporting students’ mathematical literacy. The study employed a Research and Development (R&D) approach using the 4D model, consisting of define, design, develop, and disseminate stages, although the development process was limited to the develop stage. A one-group pretest–posttest design was applied during the field-testing phase without a comparison group. The participants included 10 eighth-grade students and one mathematics teacher in the limited trial, followed by 30 eighth-grade students and one mathematics teacher in the field trial at Mangunan Eksperimental Junior High School. Data were collected through observations, interviews, questionnaires, and mathematical literacy tests. The literacy assessment was designed based on the OECD mathematical literacy processes of formulating, employing, and interpreting mathematics in contextual situations. The developed digital comic integrates Yogyakarta cultural contexts, including batik and local culinary products, into literacy-oriented SLETV learning activities. The validation results indicated a very high level of validity, with scores of 94% from content experts and 86% from media experts. Practicality was supported by positive responses from students (87.86%) and teachers (86%). The field trial results showed an improvement in students’ mathematical literacy, as reflected in an average N-Gain score of 0.58, categorized as moderate, and a statistically significant difference between pretest and posttest scores. These findings suggest that the developed digital comic has the potential to support mathematical literacy development in the tested context and may serve as a valid and practical learning medium for junior high school mathematics learning. This study contributes to mathematics education by demonstrating how local ethnomathematical contexts can be systematically integrated into digital comic media to promote OECD-oriented mathematical literacy in SLETV learning.
Analysis of mathematics students’ mathematical thinking based on learning styles Muhammad 'Azmi Nuha; Jun Mark R. Panlaan
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.v14i1.22658

Abstract

Mathematical thinking is an essential competence for mathematics students and involves four main components: generalizing, specializing, conjecturing, and justification or persuasion. A preliminary study conducted among undergraduate students of the Tadris Mathematics Study Program at UIN Saizu Purwokerto in 2024 indicated that students still experienced difficulties in formulating mathematical conjectures. Since learning styles may influence students’ engagement with mathematical tasks, this study aimed to explore prospective mathematics teachers’ learning styles and their mathematical thinking abilities. This study employed a qualitative methodology using a grounded theory approach. The research was conducted in 2025 at UIN Prof. K.H. Saifuddin Zuhri Purwokerto, involving students from the Mathematics Department. Data were collected through a learning style questionnaire, a mathematical thinking ability test, and interviews. The data were analyzed through reduction, presentation, conclusion drawing, and coding procedures. The results showed that the students’ learning styles were distributed as follows: visual 36%, auditory 32%, kinesthetic 16%, visual-auditory 8%, visual-kinesthetic 4%, and auditory-kinesthetic 4%. However, no specific pattern or tendency was found between learning styles and mathematical thinking ability. Several forms of mathematical thinking emerged from the data, including sequencing patterns without formulating conjectures, justifying processes through image manipulation, justifying processes by analyzing numerical relationships, errors in formulating mathematical conjectures, the importance of persuasion in validating conjectures, difficulties in understanding mathematically related problems, and the role of social media in supporting mathematical thinking. This study contributes to the literature by showing that prospective mathematics teachers’ mathematical thinking cannot be inferred directly from learning-style categories, but should be examined through the specific processes of conjecturing, justification, and persuasion demonstrated in mathematical problem solving.
The effectiveness of advocacy sosiograph-based flipped classroom on students’ mathematical literacy in terms of self-regulated learning Zainnur Wijayanto; Betty Kusumaningrum; Septin Atikarini; Indira Early; Esti Harini
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.v14i1.22681

Abstract

Mathematical literacy is an essential competency in 21st-century education; however, many students still experience difficulties in solving contextual mathematical problems due to passive and teacher-centered learning practices. This study aimed to investigate the effectiveness of the Advocacy Sociograph-Based Flipped Classroom model on students’ mathematical literacy in terms of Self-Regulated Learning (SRL). The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The participants were eighth-grade students of SMP Muhammadiyah 1 Seyegan, consisting of 32 students in the experimental class and 28 students in the control class selected through cluster random sampling. Data were collected using mathematical literacy tests and SRL questionnaires and analyzed using a two-way ANOVA. The findings revealed that students taught using the Advocacy Sociograph-Based Flipped Classroom model achieved higher mathematical literacy scores than those taught using the conventional Flipped Classroom model. In addition, Self-Regulated Learning significantly influenced students’ mathematical literacy, and there was a significant interaction between the learning model and SRL. These findings indicate that integrating flipped learning, advocacy-based discussion, and sociograph-oriented group interaction can create a more effective and collaborative mathematics learning environment. Therefore, the proposed learning model may serve as an alternative instructional strategy for improving students’ mathematical literacy and independent learning skills.
The influence of cognitive ability on students' mathematical literacy errors: A systematic literature review Dea Fitriyani; Iik Nurhikmayati; Olansile Samad Olalekan
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.20243

Abstract

Students’ cognitive ability influences how they comprehend, process, and represent mathematical information, which in turn affects their mathematical literacy performance. This study aims to analyze the influence of cognitive ability on students’ mathematical literacy errors through a Systematic Literature Review (SLR) using the PRISMA framework. From 500 identified articles published between 2021 and 2025, 10 studies met the inclusion criteria and were analyzed using descriptive and thematic analysis. The findings indicate that cognitive characteristics such as field-independent, reflective, and intuitive thinking are associated with better mathematical literacy performance, while field-dependent and impulsive learners tend to experience errors in understanding context, transforming information, and drawing conclusions. The reviewed studies also show that students with stronger analytical cognitive profiles consistently demonstrate fewer mathematical literacy errors. However, most existing studies are qualitative in nature, highlighting the need for more quantitative and mixed-method research to strengthen empirical evidence. This study emphasizes the importance of aligning instructional strategies with students’ cognitive characteristics to reduce errors and improve mathematical literacy. Overall, this review provides insights into how cognitive ability influences mathematical literacy errors and offers implications for adaptive mathematics instruction. This review contributes to mathematics education research by providing an integrated synthesis of cognitive characteristics associated with students’ mathematical literacy errors and identifying directions for cognitively responsive instruction and future empirical research.
Development of mathematics learning media using Google-sites with Teaching at The Right Level to improve problem-solving ability Putriani Putriani; Anton Nasrullah; Vidya Ayuningtyas; Mira Marlina; Sarah Caesarani; Kewwalee Kumyai
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22187

Abstract

This study aimed to develop Google Sites–based mathematics learning media integrated with the Teaching at the Right Level (TaRL) approach to support tenth-grade students’ mathematical problem-solving ability on the topic of exponents. The study was motivated by the need for adaptive and interactive learning media that can accommodate students’ different ability levels. This research employed a Research and Development (R&D) method using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The participants were 30 tenth-grade students from one public senior high school in Banten, Indonesia, selected through purposive sampling for a limited trial. The developed media was evaluated based on validity, practicality, and effectiveness. Validity was assessed through media and material expert validation, practicality was measured using student response questionnaires, and effectiveness was determined based on learning mastery, improvement in problem-solving scores, paired-sample t-test, and N-Gain analysis. The results showed that the media obtained validation scores of 83% from both media and material experts, indicating that it was highly valid. Student responses reached 82.5%, indicating that the media was highly practical. The learning mastery level reached 81.6%, exceeding the predetermined effectiveness criterion of at least 80%. In addition, the average problem-solving score increased from 60% in the pre-test to 80% in the post-test, with a statistically significant difference between pre-test and post-test scores (p < 0.05). These findings suggest that Google Sites–based learning media integrated with the TaRL approach showed potential to support students’ mathematical problem-solving ability in the limited trial context. This study contributes to mathematics education by providing empirical evidence that integrating Google Sites with the Teaching at the Right Level (TaRL) approach can serve as an adaptive digital learning solution that supports differentiated instruction and enhances students' mathematical problem-solving ability.
Learning through explaining: A case study of students' perceptions of oral mathematical communication in a complex variable function course Bill Chairy Rizki Bustaren; Encum Sumiaty; Yusuf Adhitya; Fitri Rahmawati; Jay Fie Paler Luzano
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22921

Abstract

Oral mathematical communication is an important aspect of mathematics learning, particularly in advanced courses that involve abstract and symbolic concepts.  However, previous studies have mainly examined whether explaining improves learning, while less is known about how students perceive where learning occurs during oral explanation in advanced mathematics. This study aims to explore students’ perceptions of oral mathematical communication in a Complex Variable Function course. A qualitative case study design was employed involving 14 mathematics education students who had participated in oral explanation activities during the course. Data were collected through open-ended questionnaires and analyzed using reflexive thematic analysis. The findings revealed three main themes: explaining to understand, learning happens before speaking, and understanding through support and interaction. Students perceived oral explanation not merely as a speaking activity but as a learning process that helped them reorganize ideas, deepen conceptual understanding, and identify gaps in their knowledge. The most meaningful learning experience was often reported during the preparation stage, when students reviewed materials, searched for additional resources, and structured their explanations. Students also emphasized the importance of representations, lecturer feedback, peer discussion, and technological resources in supporting their understanding. The study did not independently measure learning gains but the findings from student’s perceptions suggest that oral explanation activities should be designed as structured learning experiences that include preparation, representation, interaction, and feedback.
Identifying key predictors of school-level mathematics performance using statistical and machine learning techniques: Evidence from Tanzanian secondary schools Emmanuel Deogratias; Ratera Mayar
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.21071

Abstract

Mathematics achievement in Tanzanian secondary schools remains persistently low, yet national examination reporting is largely descriptive and offers limited insight into how performance is structured across schools. This study integrated classical statistical inference with machine learning to examine school-level mathematics performance using 2024 Certificate of Secondary Education Examination (CSEE) data published by the National Examinations Council of Tanzania (NECTA). The analytic sample comprised school-level grade distributions (Grades A, B, C, D, and F) and candidate totals for 22 schools drawn from four regions: Dar es Salaam, Morogoro, Mwanza, and Mtwara. Analyses were conducted in MATLAB R2022b and combined one-way analysis of variance (ANOVA), k-means clustering, a pruned regression decision tree, Pearson correlation analysis, principal component analysis (PCA), and multiple linear regression. The ANOVA yielded no statistically significant difference in overall mathematics performance across regions, F(3, 20) = 2.75, p = 0.07, a near-threshold result that should be read cautiously given the limited number of schools. Clustering nevertheless partitioned schools into three groups of markedly different grade profiles, indicating that variation within regions was more pronounced than variation between them. The regression tree identified the number of candidates attaining Grade A as the primary splitting variable, with Grades C and D contributing secondary distinctions. Correlation analysis showed that adjacent grade categories co-varied positively while top and bottom grades were inversely associated, and PCA indicated that no single component dominated the grade structure. A multiple regression model explained 90.4% of the variance in the composite performance score, with Grade A and Grade C counts emerging as the strongest predictors; because total enrolment is the exact sum of the grade counts, the model was rank-deficient and its explanatory power is partly definitional. The findings suggest that raising school mathematics performance requires simultaneous attention to the upper tail and to the large body of moderately achieving learners, and they demonstrate both the promise and the interpretive limits of applying integrated statistical and machine learning methods to aggregated national examination data.

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