Union: Jurnal Ilmiah Pendidikan Matematika https://jurnal.ustjogja.ac.id/index.php/union <hr style="color: green;" /> <p style="text-align: center;"> <strong><span style="background-color: #228b22; color: #fff; display: inline-block; padding: 3px 10px; font-weight: bold; border-radius: 5px;">Journal Information</span> </strong> </p> <p><strong>Union: Jurnal Ilmiah Pendidikan Matematika</strong> is a peer-reviewed open access journal published three times in a year <strong>(March, July, and November)</strong>. <strong>Union: Jurnal Ilmiah Pendidikan Matematika</strong> provides a forum for lecturers, academicians, researchers, practitioners, and students to deliver and share knowledge in the form of empirical and theoretical research articles. Union Journal is managed to be issued thrice in every volume and publishes its issues in an online (e-ISSN 2579-3209) also a printed (p-ISSN 2339-224X) version. The scope of Union Journal is Mathematics Education which includes, but is not limited to the following topics: <strong>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</strong>.</p> <table cellpadding="2"> <tbody> <tr> <td width="135px">Journal Title</td> <td><strong>Union: Jurnal Ilmiah Pendidikan Matematika </strong></td> </tr> <tr> <td>Abbreviation</td> <td><strong>Union J. Ilm. Pendidik. Mat. </strong></td> </tr> <tr> <td>Frequency</td> <td><strong>3 issues per year (March, July, November)</strong></td> </tr> <tr> <td>ISSN</td> <td><strong><a href="https://issn.brin.go.id/terbit/detail/1359730718" target="_blank" rel="noopener">2339-224X (print)</a> | <a href="https://issn.brin.go.id/terbit/detail/1489821103" target="_blank" rel="noopener">2579-3209 (online)</a> </strong></td> </tr> <tr> <td>DOI Prefix</td> <td><strong>prefix 10.30738 </strong>by <a href="https://search.crossref.org/?q=UNION%3A+Jurnal+Ilmiah+Pendidikan+Matematika&amp;from_ui=yes" target="_blank" rel="noopener">Crossref </a></td> </tr> <tr> <td>Editor in Chief</td> <td><a href="https://www.scopus.com/authid/detail.uri?authorId=57200654541" target="_blank" rel="noopener"><strong>Agustina Sri Purnami</strong></a></td> </tr> <tr> <td>Managing Editor</td> <td><a href="https://www.scopus.com/authid/detail.uri?authorId=57201672689" target="_blank" rel="noopener"><strong>Krida Singgih Kuncoro</strong></a></td> </tr> <tr> <td>Publisher</td> <td><a href="http://ustjogja.ac.id/id/" target="_blank" rel="noopener"><strong>Universitas Sarjanawiyata Tamansiswa</strong> </a></td> </tr> <tr> <td valign="top">Citation Analysis</td> <td><strong> <a href="https://sinta.kemdikbud.go.id/journals/detail?id=383" target="_blank" rel="noopener">Sinta </a> | <a href="https://scholar.google.com/citations?hl=id&amp;authuser=5&amp;user=Re66eq4AAAAJ" target="_blank" rel="noopener">Google Scholar</a> | <a href="https://garuda.kemdikbud.go.id/journal/view/10433" target="_blank" rel="noopener">Garuda</a> | <a href="https://app.dimensions.ai/discover/publication?search_mode=content&amp;order=relevance&amp;or_facet_source_title=jour.1355282" target="_blank" rel="noopener">Dimensions</a></strong></td> </tr> </tbody> </table> <p align="justify">Journal <strong>Union: Jurnal Ilmiah Pendidikan Matematika</strong> has been accredited by National Journal Accreditation (ARJUNA) Manage by Ministry of Research, Technology, and Higher Education, Republic Indonesia With Fourth Grade (Peringkat 4, SINTA 4) since <strong>Volume 9 No 3 2021 to Vol 14 No 2 2026</strong> according to the decree <a href="https://drive.google.com/file/d/1BO4lO6nwoIyAjd_Vlcv9DikVyn7enpT9/view?usp=sharing" target="_blank" rel="noopener">Surat Keputusan Direktur Jenderal Pendidikan Tinggi, Riset, dan Teknologi Nomor 105/E/KPT/2022, tanggal 7 April 2022 tentang Peringkat Akreditasi Jurnal Ilmiah periode I Tahun 2022.</a></p> <hr style="color: green;" /> <p style="text-align: center;"><strong><span style="background-color: #228b22; color: #fff; display: inline-block; padding: 3px 10px; font-weight: bold; border-radius: 5px;">Editorial Process</span> </strong></p> <p style="text-align: center;"><img src="https://jurnal.ustjogja.ac.id/public/site/images/union/editorial-process.png" alt="Editorial Decision" width="483" height="187" /></p> <hr style="color: green;" /> <p style="text-align: center;"><strong><span style="background-color: #228b22; color: #fff; display: inline-block; padding: 3px 10px; font-weight: bold; border-radius: 5px;">OAI Address</span> </strong></p> <p align="justify">The UNION as OAI address <a href="https://jurnal.ustjogja.ac.id/index.php/union/oai" target="_blank" rel="noopener">https://jurnal.ustjogja.ac.id/index.php/union/oai</a></p> <hr style="color: green;" /> <p style="text-align: center;"><strong><span style="background-color: #228b22; color: #fff; display: inline-block; padding: 3px 10px; font-weight: bold; border-radius: 5px;">Before Submission</span> </strong></p> <p align="justify">Author has to make sure that the manuscript has been prepared using the <a href="https://drive.google.com/drive/folders/1gC7SjvGcOvpeqCoD3XgMaHuUWoXHFlBd?usp=sharing" target="_blank" rel="noopener"><strong>Union's Template</strong></a> following the <a href="https://jurnal.ustjogja.ac.id/index.php/union/about/submissions#authorGuidelines" target="_blank" rel="noopener">author guidelines</a>. The manuscript should also have been carefully proofread. Any manuscript which does not meet the author guidelines or written in a different format, will be immediately <strong>rejected</strong>. Only manuscript which meets the Union's format will be processed further.</p> <hr style="color: green;" /> <p style="text-align: center;"><strong><span style="background-color: #228b22; color: #fff; display: inline-block; padding: 3px 10px; font-weight: bold; border-radius: 5px;">Online Submissions</span> </strong></p> <p align="justify"><br />1. Already have a Username/Password for Union: Jurnal Ilmiah Pendidikan Matematika? <a href="https://jurnal.ustjogja.ac.id/index.php/union/login">GO TO LOGIN</a><br />2. Need a Username/Password? <a href="https://jurnal.ustjogja.ac.id/index.php/union/user/register" target="_blank" rel="noopener">GO TO REGISTRATION</a></p> <p>Registration and login are required to submit items online and to check the status of current submissions.</p> <hr style="color: green;" /> Universitas Sarjanawiyata Tamansiswa en-US Union: Jurnal Ilmiah Pendidikan Matematika 2339-224X Students' mathematical communication skills viewed from mathematical resilience in probing-prompting learning with performance assessment https://jurnal.ustjogja.ac.id/index.php/union/article/view/16444 <p>By evaluating students’ performance in their mathematical communication skills and characterizing those skills in terms of their mathematical resilience, this study seeks to determine the efficacy of probing-prompting learning. A mixed method by using a sequential explanatory research design is employed. The study was conducted in two phases: first, quantitative data was collected and analyzed, then based on the findings of the quantitative data, qualitative data was collected and analyzed. The results of the research show that (1) the probing-prompting model with performance assessment is effective to improve students' mathematical communication skills and mathematical resilience and (2) based on the analysis of mathematical communication skills regarding students' mathematical resilience, it shows that students who have low stage of mathematical resilience are only able to express one indicator of mathematical communication skills, while students who have moderate and high stages of mathematical resilience are able to express five indicators of mathematical communication ability. The conclusion is probing-prompting learning with performance assessment can be used to improve students' mathematical communication skills and based on students’ mathematical resilience, students also have different levels of mathematical communication skills.</p> Cielo Dewi Cahyani Walid Walid Bambang Eko Susilo Copyright (c) 2024 Cielo Dewi Cahyani, Walid Walid, Bambang Eko Susilo https://creativecommons.org/licenses/by-sa/4.0 2024-01-27 2024-01-27 12 1 1 13 10.30738/union.v12i1.16444 Development of PUHA (Pop Up Horses Algebra) educational games for enhancing grade 7 students' algebraic learning https://jurnal.ustjogja.ac.id/index.php/union/article/view/15622 <p>The PUHA (Pop Up Horses Algebra) game is developed for enhancing mathematics learning in Grade 7 algebra. This research aims to create interactive games that are not only engaging but also effective in facilitating students' comprehension of algebraic concepts in an enjoyable manner. Employing the ADDIE Model (Analysis, Design, Development, Implementation, Evaluation) as a developmental framework, this study endeavors to ensure the systematic and structured creation of PUHA. The findings underscore that the development of PUHA games significantly enhances students' grasp of algebraic principles at the Grade 7 level. Utilizing the ADDIE Model for PUHA game development ensures a methodical approach, guaranteeing the production of high-quality and impactful educational games. In conclusion, the development of the PUHA game utilizing the ADDIE Model showcases a promising approach to fostering students' algebraic understanding in Grade 7 through engaging and effective educational gaming experiences.</p> Agus Miftakus Surur Zulfa Mufidatul Inayah Putri Farica Budi Cahyono Khoivatus Suhana Hasnah Binti Mohamed Copyright (c) 2024 Agus Miftakus Surur, Zulfa Mufidatul Inayah, Putri Farica, Budi Cahyono, Khoivatus Suhana, Hasnah Binti Mohamed https://creativecommons.org/licenses/by-sa/4.0 2024-01-31 2024-01-31 12 1 14 25 10.30738/union.v12i1.15622 Analysis of mathematics exam practice questions for 6th grade elementary students https://jurnal.ustjogja.ac.id/index.php/union/article/view/15675 <p>Students possess varying abilities in problem-solving, ranging from adeptness to struggles or even inability. This study employs a descriptive content analysis design to scrutinize official documents containing practice exam questions. Data collection involved documentation study, with subsequent analysis utilizing validated assessment sheets and rubrics endorsed by experts. The descriptive method facilitated the analysis and interpretation of data meaning, while quantitative analysis processed research data. The study focused on mathematics exam practice scores, revealing several problematic questions. Out of 25 questions, 11 were deemed acceptable, 8 required correction, and 6 were rejected, necessitating replacement. Questions requiring correction or replacement exhibited a low question discriminating power index, failing to effectively gauge students' proficiency in practice exams. Moreover, the majority of practice test questions posed considerable difficulty for students. Out of the 25 questions, students encountered 1 very difficult, 10 difficult, 10 moderates, and only 4 easy questions, which they struggled to solve adequately. Consequently, the findings underscore the importance of revising practice exam questions to ensure they accurately assess students' abilities and cater to a diverse range of skill levels.</p> Chandra Wiwit Rahayu Berliana Henu Cahyani Banun Havifah Cahyo Khosiyono Copyright (c) 2024 Chandra Wiwit Rahayu, Berliana Henu Cahyani, Banun Havifah Cahyo Khosiyono https://creativecommons.org/licenses/by-sa/4.0 2024-02-02 2024-02-02 12 1 26 34 10.30738/union.v12i1.15675 Systematic literature review: Identification of students’ mathematical anxiety in mathematics learning https://jurnal.ustjogja.ac.id/index.php/union/article/view/16370 <p>Mathematics anxiety can be found at all levels of education, from elementary school to college students. This study aims to conduct a literature review on mathematics anxiety in mathematics learning. The research method chosen in this study is the Systematic Literature Review. Data was collected by documenting all articles with similar research in this research report. The articles used in this study were 98 articles published from 2014–2022. The research was conducted at all levels of education. Based on the research results, there were 98 relevant articles published in 2014-2022 regarding mathematics anxiety in mathematics learning. It was noted that articles related to mathematical abilities, including soft and hard skills, dominated the number of articles. The articles that were collected mainly focused on research at the junior high school level, and researchers tend to prefer using quantitative research methods.</p> Woro Anglia Banda Sutomo Dadang Juandi Copyright (c) 2024 Woro Anglia Banda Sutomo, Dadang Juandi https://creativecommons.org/licenses/by-sa/4.0 2024-02-08 2024-02-08 12 1 35 47 10.30738/union.v12i1.16370 Systematic literature study on numeracy literacy activities: How to implement it https://jurnal.ustjogja.ac.id/index.php/union/article/view/16608 <p>This article discusses the significance of numerical literacy in using appropriate models and media in mathematics education. The Systematic Literature Review (SLR) used in this article aims to analyze, identify, review, and interpret research on using models and learning media to improve students' numeracy literacy. This literature review involves three stages based on the PRISMA (Preferred reporting Items for Systematics Review and Meta-Analyses) flow diagram, namely literature screening with 153 documents, the Eligibility stage resulting in 58 relevant documents, and the Qualification stage producing 42 documents meeting the inclusion criteria. The eligible documents were analyzed using thematic analysis, highlighting main themes related to learning models and instructional media in numeracy literacy based on a review of 36 articles. The aftereffects of the examination demonstrate how proper models and learning media can upgrade understudies' numeracy proficiency abilities and assist them with applying numerical ideas in regular daily existence. The implementation of numeracy literacy can be done through case examples, problem-solving, and utilization of digital technology. Effective learning models for improving numeracy literacy include project-based learning, problem-based learning, Contextual Teaching Learning (CTL), Realistic Mathematics Education (RME), game-based learning, and Flipped Classroom. Several learning media can include instructional videos, software, cultural innovations, and numeracy literacy modules. These approaches can help students become more active and engaged in mathematics learning.</p> Endah Isnaintri Novaliyosi Novaliyosi Copyright (c) 2024 Endah Isnaintri, Novaliyosi Novaliyosi https://creativecommons.org/licenses/by-sa/4.0 2024-02-15 2024-02-15 12 1 48 66 10.30738/union.v12i1.16608 Systematic Literature Review: Implementation of Ethnomodelling in Mathematics Learning https://jurnal.ustjogja.ac.id/index.php/union/article/view/17004 <p>There has been an increase in research on ethnomathematics in mathematics education, along with a rise in research on ethnomodelling. It triggers an increasing need and interest in how ethnomodelling is applied in mathematics learning. This study aims to review the literature on implementing ethnomodelling in mathematics learning. This research method is a systematic literature review with the PRISMA model. The research data are ethnomodelling-themed studies in mathematics learning published from 2019 to 2023 and obtained through the Google Scholar database. The articles obtained were 17 articles published in various countries. The results showed the implementation of ethnomodelling in mathematics learning, including different mathematical concepts, cultural objects, and ethnomodelling approaches. Also presented are contributions from various researchers and countries that have applied ethnomodelling in mathematics learning. The results of this study contribute to researchers, teachers, and practitioners in the form of a review of various ethnomodelling studies within the scope of mathematics concepts. So, they can be used as guidelines in developing culture-based mathematics learning strategies.</p> Muhammad Zia Alghar Dwi Setiawati Radjak Copyright (c) 2024 Muhammad Zia Alghar, Dwi Setiawati Radjak https://creativecommons.org/licenses/by-sa/4.0 2024-02-19 2024-02-19 12 1 67 81 10.30738/union.v12i1.17004 Development of e-module using context of the Muara Enim traditional house on polyhedron materials https://jurnal.ustjogja.ac.id/index.php/union/article/view/16952 <p><strong>: </strong>This study aims to produce e-module teaching materials based on PMRI on polyhedron material for class VIII SMP using the context of the Muara Enim traditional house using the Canva application, as well as to find out whether this e-module is valid, practical, and has a potential effect on problem-solving abilities in students. Learners. The research method used is R&amp;D using Tessmer. The research process consists of two stages: the first preliminary stage, which includes the preparation and design stages, and the second assessment, which is a formative flow that provides for self-evaluation, expert review, one-to-one, small groups, and field tests. Compiled with the PMRI approach and linked to the context of the Muara Enim traditional house, the stages of testing the presentation of e-module teaching materials. The e-module learning materials were given to class VIII students of Junior High School. At this time, it shows that using e-modules in making teaching materials is valid and practical with qualitative analysis. The validity of teaching materials is carried out at the expert review stage using the validator's comments and suggestions—validity aspects in terms of the E-module's content, construction, and language. Practicality is done in the one-to-one, small group, and field test stages by looking at student comments and suggestions. The potential effect is the result of student evaluation tests used in field tests. The developed e-module teaching materials have a possible effect with an accuracy rate of 72.6%, so the e-module is potentially impacting mathematical problems. The researcher suggests that future researchers make the questions in the e-module more varied. Questions vary by providing questions from cognitive levels from C1 to C6.</p> Harisman Nizar Emy Ismayanti Agustiany Dumeva Putri Copyright (c) 2024 Harisman Nizar, Emy Ismayanti, Agustiany Dumeva Putri https://creativecommons.org/licenses/by-sa/4.0 2024-02-22 2024-02-22 12 1 82 95 10.30738/union.v12i1.16952 The influence of mathematical disposition on high school students' understanding of mathematical concepts https://jurnal.ustjogja.ac.id/index.php/union/article/view/17023 <p>One of the subjects often considered challenging by students is mathematics, leading to difficulties in learning the subject. This is due to students' lack of ability to comprehend mathematical concepts. This research investigates the influence of mathematical disposition on the mathematical concept understanding of high school students. The study utilizes a correlational survey method with a quantitative approach. The study employs a quantitative approach with a correlational survey method. The population includes all twelfth-grade science students at SMA Negeri 1 Sedayu. The sampling technique utilizes random sampling, with a sample size of 65 students selected from two twelfth-grade science classes. The instruments used in the research consist of a mathematical disposition questionnaire and an essay test on the ability to understand mathematical concepts. Data analysis is performed through classical assumption tests and simple regression analysis. The classical assumption tests include normality and linearity tests. The results indicate a significant positive influence of mathematical disposition on students' understanding of mathematical concepts, with a contribution of mathematical disposition to the understanding of mathematical concepts amounting to 34.8%.</p> Hanifatul Aini Nanang Khuzaini Copyright (c) 2024 Hanifatul Aini, Nanang Khuzaini https://creativecommons.org/licenses/by-sa/4.0 2024-02-28 2024-02-28 12 1 96 115 10.30738/union.v12i1.17023 Fostering critical thinking and self-efficacy in mathematics students https://jurnal.ustjogja.ac.id/index.php/union/article/view/16900 <p>This research addresses the low critical mathematical thinking abilities of students when facing mathematical problem-solving challenges. The study aims to evaluate the impact of implementing various teaching approaches, including Contextual Teaching and Learning (CTL), Problem-Based Learning (PBL), and Direct Instruction (DI) models, on students' critical mathematical thinking abilities. Participants included 276 eighth-grade students from SMP La Tansa Mashiro 1, 2, and 3 in Lebak Banten during the academic year 2022/2023, divided into three classes. Samples were selected using simple random sampling, resulting in 94 students for CTL, 92 students for PBL, and 90 students for DI instructional models. Data collection involved self-efficacy questionnaires and critical mathematical thinking ability tests, analyzed using a two-way ANOVA. The findings suggest that implementing CTL and PBL models positively influences students' critical mathematical thinking abilities. Additionally, students' self-efficacy levels contribute significantly to their critical mathematical thinking abilities. Furthermore, a significant interaction was observed between the implementation of CTL, PBL, and DI models and students' efficacy levels, collectively influencing students' critical mathematical thinking abilities. These results emphasize the importance of employing active approaches, such as contextual, problem-based, and direct instructional methods, while also enhancing students' self-confidence to improve their critical mathematical thinking abilities. It is hoped that implementing these recommendations will enhance the effectiveness of mathematics learning and foster the development of students' critical thinking skills.</p> Dwi Yulianto Moh Rizal Umami Randa Sarah Mony Copyright (c) 2024 Dwi Yulianto, Moh Rizal Umami, Randa Sarah Mony https://creativecommons.org/licenses/by-sa/4.0 2024-03-01 2024-03-01 12 1 116 133 10.30738/union.v12i1.16900 Enhancing 8th grade students' mathematical understanding https://jurnal.ustjogja.ac.id/index.php/union/article/view/15657 <p>The low mathematical comprehension among 8th-grade students at MTs Al-Hidayah Purwokerto drove this research. Factors contributing to this low ability include the use of conventional learning media, which is less attractive to students, leading them to easily become bored and encounter greater difficulty in understanding lessons. Therefore, this study aimed to evaluate the efficacy of using educational game-based learning media to enhance students' mathematical understanding skills in 8th grade. An experimental approach was employed in this study, with a population consisting of 56 students from the 8th grade at MTs Al-Hidayah Purwokerto. Saturated sampling was conducted, encompassing all 8th-grade students as the research sample. Consequently, Class 8A, comprising 28 students, was designated as the experimental group, while Class 8B, with 28 students, served as the control group. The research's conclusive outcomes indicate that using educational game-based media effectively improves students' mathematical understanding abilities. The N-Gain value for the experimental group is 0.83, which falls within the high category, whereas the N-Gain value for the control group is 0.37, categorized as medium. Thus, it can be inferred that educational game-based media is effective as a learning medium for 8th-grade mathematics material at MTs Al-Hidayah Purwokerto.</p> Dian Fulana Fitria Zana Kumala Copyright (c) 2024 Dian Fulana, Fitria Zana Kumala https://creativecommons.org/licenses/by-sa/4.0 2024-03-02 2024-03-02 12 1 134 144 10.30738/union.v12i1.15657 Development of Android-based learning media on trigonometry for 10th graders https://jurnal.ustjogja.ac.id/index.php/union/article/view/17021 <p>One of the main challenges in learning mathematics is bridging students' difficulties in learning abstract material and teachers' weaknesses in presenting the material in an engaging, interactive, and relevant way for students. Technology can be adapted and integrated into mathematics learning activities as an alternative way to overcome these problems. This research aims to develop Android-based learning media on trigonometry material for 10th graders at SMA Negeri 10 Kupang that is valid, practical, and effective. The research and Development (R&amp;D) method with the ADDIE model produced the product. The subject in this study is 10<sup>th</sup> graders at SMAN 10 Kupang. Interviews, questionaries, and tests were used to collect the data in this research primarily to assess the product's validity, practicality, and effectiveness. The results show that Android-based learning media on trigonometry material is very valid, with an average score of 4,52. The product has also been assessed to be very practical to use by students both in small and large group trials, with the average scores being 4,76 and 4,61, respectively. Android-based learning media is also effective for students learning trigonometry, confirmed by the high percentage of classical completeness in small-group trials (86%) and large-group trials (88%).</p> Nikodemus Tanju Juliana M. H. Nenohai Patrisius Afrisno Udil Copyright (c) 2024 Nikodemus Tanju, Juliana M. H. Nenohai, Patrisius Afrisno Udil https://creativecommons.org/licenses/by-sa/4.0 2024-03-04 2024-03-04 12 1 145 159 10.30738/union.v12i1.17021 STEM application in miniature bridge making can sharpen children's critical thinking patterns https://jurnal.ustjogja.ac.id/index.php/union/article/view/17100 <p>To improve the skills required for students in the 21st century, such as basic skills, competencies<strong>,</strong> and character, mathematical literacy is one of the critical factors. With the application of STEM, students are expected to be able to think critically so that they can improve their mathematical literacy skills. This research used a descriptive qualitative method with subjects aged 3–9 years in Joho Village, D.I. Yogyakarta, Indonesia. In this study, data was collected using three methods: observation, interview, and documentation. The instruments used include a critical thinking scale, an observation guide, and an interview guide. The results obtained from this study indicate that applying STEM can hone students' critical thinking skills. Two classifications were obtained by applying STEM, namely groups with high and average levels of critical thinking. Students can identify given problems, formulate the core of the problem, provide solutions based on a problem, draw conclusions, and evaluate relevant arguments for solving a problem. Thus, research is expected to provide a strong foundation for applying STEM-based learning to enrich students' mathematical learning experiences and prepare them for future challenges in the age of globalization towards Indonesia in 2045.</p> Indah Wahyu Agustin Nurina Happy Muhammad Prayito Miftahul Hidayah Copyright (c) 2024 Indah Wahyu Agustin, Nurina Happy, Muhammad Prayito, Miftahul Hidayah https://creativecommons.org/licenses/by-sa/4.0 2024-03-24 2024-03-24 12 1 160 172 10.30738/union.v12i1.17100 The impact of the STAD model on motivating math learning in addition and subtraction https://jurnal.ustjogja.ac.id/index.php/union/article/view/15936 <p>The background of this study is the unsatisfactory motivation of grade II students to learn mathematics, especially in addition and subtraction lessons. The use of dull and ineffective learning techniques contributes to students' low learning motivation. Therefore, the use of STAD type cooperative learning model is one of the solutions that can be used for second grade elementary school students. This study aims to determine the effect of the STAD type cooperative learning model on grade II students' learning motivation in addition and subtraction in mathematics. The approach used is a quantitative and quasi-experimental method. The population consisted of all SDN Tugu and SDN 1 Kalaparea; the sample consisted of 35 grade II SDN Tugu students as the experimental class and 29 students of grade II SDN 1 Kalaparea as the control class. These learners were selected using a purposive sampling technique. The data collection techniques were tests, questionnaires, observation, and documentation. The techniques used to analyze the data are validity test, reliability test, normality test, homogeneity test, and T-test. Based on the results of the research that has been done, it is concluded that using the STAD type cooperative learning model increases the motivation to learn mathematics in the material of addition and subtraction of standard-length units. This can be seen from the data analysis obtained, where the sig value (2-tailed) of 0.0001 is less than 0.05, meaning that the probability value of sig.</p> Reni Tania Samsul Pahmi Teofilus Ardian Hopeman Sona Minasyan Copyright (c) 2024 Reni Tania, Samsul Pahmi, Teophilus Ardian Hopeman, Sona Minasyan https://creativecommons.org/licenses/by-sa/4.0 2024-03-24 2024-03-24 12 1 173 186 10.30738/union.v12i1.15936 Development of trigonometric comparison teaching materials based on ICT and Tri-N for face-to-face and distance learning https://jurnal.ustjogja.ac.id/index.php/union/article/view/16964 <p>This study endeavors to (1) develop instructional materials grounded in ICT and Tri-N principles tailored for both Face-to-Face Learning and Distance Learning modalities, and (2) assess the feasibility of these materials for dual usage. The research methodology employed is the Research and Development (R&amp;D) approach, utilizing the ADDIE model encompassing five sequential stages: (1) Analysis; (2) Design; (3) Development; (4) Implementation; and (5) Evaluation. The study was conducted at SMA N 5 Yogyakarta, with a cohort of 36 students from class X-1 utilizing the PTM model, and another 36 students from class X-2 employing the PJJ model as research subjects. Data collection methods encompassed validation questionnaires, student response surveys, and learning outcome assessments, while data analysis involved both qualitative and quantitative descriptive methodologies. The research culminated in the creation of instructional materials rooted in ICT and Tri-N principles, comprising videos, PowerPoint (PPT) presentations, and handouts, which underwent comprehensive product feasibility testing. Validation results from media and material experts demonstrated a high level of validity, with Face-to-face instructional materials receiving an average score of 4.55 and distance learning instructional materials achieving an average score of 4.04. During the implementation phase, student feedback yielded favorable average scores of 3.49 for face-to-face instructional materials and 4.02 for distance instructional materials, indicating positive reception and usability. Notably, statistical analyses revealed a significant positive correlation between student responses and learning outcome assessments, affirming the suitability of the instructional materials for effective utilization by both students and educators.</p> Ayung Yeni Prihatin I Nyoman Arcana Betty Kusumaningrum Copyright (c) 2024 Ayung Yeni Prihatin, I Nyoman Arcana, Betty Kusumaningrum https://creativecommons.org/licenses/by-sa/4.0 2024-03-24 2024-03-24 12 1 187 201 10.30738/union.v12i1.16964 Augmented reality in influencing interest in learning mathematics https://jurnal.ustjogja.ac.id/index.php/union/article/view/16536 <p><span style="vertical-align: inherit;">Learning using technology can grow students' interest, one of which is augmented reality, which can attract students' interest in learning mathematics. This research explores AR forms and responses to students' interest in learning mathematics after using AR. The research method used is a systematic literature review. For this research, a synthesis of relevant studies was created through the PoP (Publish or Perish) application by searching for articles using Google Scholar. Based on the selection results obtained, 740 articles. Ten duplicate articles were found, 143 articles that did not contain any keywords, 561 articles that did not meet the researcher's criteria, and seven articles that did not answer the researcher's question, resulting in 19 basic studies published between 2013 and 2023. The research results provide information that there are forms of AR that can influence interest. Students learn mathematics, namely AR learning media in AR playing cards, 3-dimensional AR, AR text-to-speech applications, AR building space, learning media with magic books, AR and Flash Card applications, and other Android-based AR applications. Augmented Reality (AR) has a very positive impact on students learning mathematics. Thus, educators may consider additional training in the use of AR technology and develop learning strategies that include elements of AR to support the achievement of student mathematical learning objectives effectively.<br /></span></p> Diah Ayu Setyaningsih Siti Fatimah As-Salamah Eka Denti Setiyani Dina Fakhriyana Copyright (c) 2024 Diah Ayu Setyaningsih, Siti Fatimah As-Salamah, Eka Denti Setiyani, Dina Fakhriyana https://creativecommons.org/licenses/by-sa/4.0 2024-03-24 2024-03-24 12 1 202 214 10.30738/union.v12i1.16536 The use of teaching props to improve mathematics learning outcomes in number pattern material in STEM village Yogyakarta https://jurnal.ustjogja.ac.id/index.php/union/article/view/16991 <p>Since mathematics is an abstract discipline, it is necessary to understand context when learning. This pilot study at SDN 1 Kentungan, a "STEM Village" in Joho Village, Yogyakarta, aims to determine the impact of stick-board teaching aids on second-grade students' mathematics learning results in number patterns. The devices used for collecting data include pre-tests and post-tests, interview sheets, observation sheets, and other methods. Meanwhile, the small set of test participants consisted of two SD N 1 Kentungan class II students who attended the STEM Village in Kampung, Joho. The conclusions of this descriptive study show the following: (1) the way teaching tools are used affects how number patterns are taught to primary school pupils; when instructional aids are utilized to assist students in learning a subject more easily and contextually, they are guided by more than just formulas. (2) Students perform better on their pretest and posttest. (3) Students' understanding improves after using visual aids compared to before using them. (4) Students become more curious and engaged in the learning process. The results of the study suggest that class II students at SDN 1 Kentungan benefit from using instructional aids, which are regarded as compelling and well-done.</p> Fika Ariana Muhammad Prayito Nurina Happy Wisnuningtyas Wirani Copyright (c) 2024 Fika Ariana, Muhammad Prayito, Nurina Happy, Wisnuningtyas Wirani https://creativecommons.org/licenses/by-sa/4.0 2024-03-24 2024-03-24 12 1 215 226 10.30738/union.v12i1.16991 Elementary school students' numeracy ability in a socio-cultural context viewed by understanding mathematical concepts https://jurnal.ustjogja.ac.id/index.php/union/article/view/17126 <p>This research aims to (1) Describe the numeracy of students with high, (2) Describe the numeracy of students with medium, and (3) Describe the numeracy of students with low understanding of mathematical concepts. The selected subjects were 3 out of 29 class 5B students at SDN Rungkut Menanggal II Surabaya. Tests and interviews served as the instrument. The data analysis is data condensation, data presentation, and conclusion. The results of this research are (1) The numeracy of high and medium students' concept understanding; they have been able to apply the formulating process; in the process of using, students are not yet able to determine strategies, are not able to apply concepts, are not able to do calculations; In the interpreting process, students are not yet able to evaluate mathematical results and conclusions. (2) The numeracy of low students' understanding concepts, it was found that students were able to formulate; in the process of using, students can determine strategies, are not yet able to apply concepts, can do calculations; in the process of interpreting students are not yet able to evaluate the results and conclusions of statements.</p> Anis Rosiatul Chusna Via Yustitia Copyright (c) 2024 Anis Rosiatul Chusna, Via Yustitia https://creativecommons.org/licenses/by-sa/4.0 2024-03-27 2024-03-27 12 1 227 242 10.30738/union.v12i1.17126