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This study aims to analyze the Analysis of Student Character in Mathematics Learning in Grade 2 of Elementary School 2 Batur in 2024. This research method is a qualitative descriptive research method. The data of this study were collected using interview, observation and documentation techniques. The subjects in this study were grade 2 students of Elementary School 2 Batur. The results of this study indicate that the character of curiosity and perseverance is a disciplined character in students. In addition, there is a significant positive relationship between the character of curiosity and perseverance and mathematics learning achievement. Factors that influence the formation of student character include teacher teaching style, family environment, and peers. This study provides important implications for teachers in designing learning that can develop student character and improve mathematics learning achievement. Mathematics learning in grade 2 in general in Learning has been going well, Character is needed so that students are able to become intelligent and good people. In addition, character is also needed as capital in facing the digital era with fierce competition. Mathematics learning can be a means of getting used to character education, namely through learning in which problem solving questions are given. Giving this character is expected to become a habit in students so that students have good character.

This study aims to understand the critical role of parents in supporting children's mathematics learning at the elementary school level. In this context, the research employs a qualitative approach with a case study design to explore parental involvement in facilitating mathematics comprehension at home and collaboration with teachers. Data were collected through in-depth interviews, participatory observations, and document analysis of ten purposively selected families. The results indicate that effective communication between parents and teachers, as well as the support provided at home, plays a significant role in enhancing children's understanding and motivation in learning mathematics. Parents who are actively involved in their children's learning, both through direct interaction with teachers and by facilitating learning activities at home, are proven to help children overcome challenges in learning mathematics. The study also emphasizes the importance of consistent collaboration between home and school to create a supportive learning environment. The implications of this study suggest that active parental involvement and collaboration with teachers are crucial for achieving optimal mathematics learning outcomes.

This study aims to evaluate the effectiveness of the AKM program of the Teaching Campus Class 7 in improving students' literacy and numeracy skills at SDN Bades 03. The research method used is literature research with a qualitative literature study approach. The data used are the results of the pretest and posttest of students' literacy and numeracy before and after participating in the program. The results of the analysis showed that there was a significant improvement in students' numeracy skills, from an average pretest score of 34.4% to 50.1% in the posttest. Meanwhile, the increase in literacy skills, although positive, was relatively small, from 50.1% to 54.6%. These findings show that this program is effective in improving students' basic skills, especially in the aspect of numeracy. Factors supporting the success of the program include interactive teaching methods and support from teachers as well as the use of relevant teaching materials. In conclusion, the AKM Teaching Campus Class 7 program has succeeded in making a positive contribution in improving students' basic competencies, but further evaluation of literacy teaching methods is needed to achieve more optimal results. The implications of this study emphasize the importance of an adaptive and student-centered learning approach to improve the effectiveness of education in primary schools.

This study aims to measure the effectiveness of using the traditional game "engklek" for teaching English vocabulary mastery of grade 6 students at SDN Mlaten, Mojokerto. This research used a quantitative approach with a one group pretest-posttest design. The research sample consisted of students in grades 6A and 6B at SDN Mlaten. Data was collected through pretest and posttest to measure students' vocabulary mastery before and after intervention. Data analysis was conducted using paired t-test statistical test to determine the significance of the value results. The results showed that there was a significant change in students' English vocabulary mastery after participating in learning using the traditional game "engklek".  The average score of the pretest was 56.73 and the average score of the posttest was 82.65. The test carried out also produced positive results because the sig level. is below or less than alpha (0.00 < 0.05). This has implications for rejecting the null hypothesis (H0) and accepting the alternative hypothesis (Ha). The use of the traditional game "engklek" has proven effective for teaching English vocabulary mastery at primary school.

This research aims to investigate teachers' knowledge, skills and attitudes towards Citizenship Education (PKN) learning in elementary schools. By focusing on the effectiveness of PKN teaching, this research analyzes three main aspects: knowledge and mastery of PKN material, the effectiveness of teachers' skills in managing classes and implementing innovative learning methods, as well as teachers' attitudes towards the role of PKN in shaping student character. The research method used is a descriptive study with a quantitative and qualitative approach. Data was collected through surveys and interviews with elementary school teachers in several areas. The research results show that there are variations in teachers' knowledge, skills and attitudes towards PKN learning. Several factors such as lack of training, limited resources, and curriculum pressure influence the effectiveness of PKN teaching. The implications of these findings support the importance of increasing teacher competency and greater support from schools and the government in improving PKN learning in elementary schools. Keywords: Citizenship Education, teachers, elementary schools, knowledge, skills, attitudes

This research aims to comprehensively examine students’ mathematical proof abilities, including the factors that influence them and the efforts that can be made to improve these abilities. The method used in this study is a systematic literature review by analyzing various related research articles published in reputable scientific journals such as Springer Link and Semanthic Scholar. The results of the study show that students’ mathematical proof abilities are still relatively low, influenced by various factors such as conceptual understanding, reasoning ability, and experience in constructing proof. Several ways that can be done to improve students’ mathematical proof skills include developing teaching materials, implementing learning models that encourage proof activities, and providing systematic training and feedback. This study provides important implications for the development of mathematics learning in higher education, especially in efforts to improve students’ mathematical proof skills.

This article discusses the learning difficulties experienced by mathematics education students. Learning difficulties are a common challenge faced by students in the learning process, but for mathematics education students, these learning difficulties can have more complex implications. This article aims to identify factors that can cause learning difficulties for mathematics education students, as well as finding effective solutions to overcome these problems. This research uses qualitative methods by conducting interviews and observations of mathematics education students who experience learning difficulties. The research results show that factors such as a lack of understanding of mathematical concepts, anxiety about mathematics, and lack of motivation in learning are the main causes of learning difficulties for mathematics education students. To overcome these learning difficulties, this research recommends an approach that focuses on developing understanding of mathematical concepts, reducing anxiety about mathematics through a more interactive and creative approach, and providing appropriate motivation in the learning process. Apart from that, forming study groups and providing individual guidance are also considered effective in helping students overcome their learning difficulties. It is hoped that this article can provide a deeper understanding of the learning difficulties of mathematics education students and provide recommendations that can help improve the quality of mathematics learning for mathematics education students.