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One reliable measure of students' learning success is their level of learning discipline.   One factor influencing students' learning discipline is parental attentiveness.   This study aims to determine the relationship between students' learning discipline and parents' attentiveness.   This study use quantitative methods that involve correlation.   Basic random sampling and probability sampling techniques were combined by the researchers.   The sample consisted of 30 individuals, while the population consisted of 150 individuals.   Data was gathered by questionnaires, interviews, and documentation.  The data analysis's findings show a connection between parental attention and the learning discipline of class XI IPA 2 SMA Hang Tuah 4 Surabaya pupils.  The Pearson Correlation between learning discipline and parental attention is 0.482 with a significance level of 0.007.   It can be said that parental attentiveness and students' learning discipline have a fairly strong link and indicates a substantial correlation between the variables of parental attention and student learning discipline.

The development of information and communication technology (ICT) has opened up great opportunities in increasing the effectiveness of mathematics learning, especially in supporting students' computational thinking skills. This article presents a mini-literature review related to the use of Tibi's Mathematics Suite (TMS) as interactive software in mathematics learning. Using a descriptive qualitative approach and desk research method, this study analyzes various scientific sources to evaluate the contribution of TMS to the development of computational thinking, which includes decomposition, pattern recognition, abstraction, and algorithms. The results of the study show that TMS is able to increase students' interest in learning, independence, and metacognitive awareness, although its implementation still faces challenges such as limited infrastructure and teacher training. This review recommends the need for further empirical studies and education policy support so that the integration of TMS can be more optimal in the context of the Independent Curriculum and the strengthening of the Pancasila Student Profile.

Economics education plays a crucial role in building students' understanding of managing limited resources, both on an individual and societal scale. However, isolated approaches to economics education often make it difficult for students to connect economic concepts with real life. This study aims to evaluate the effectiveness of integrating economics education with other subjects, such as mathematics, geography, and history, to create relevant and meaningful learning experiences. This approach aligns with the principles of the Kurikulum Merdeka, which emphasizes student-centered and life-relevant learning. This research employs the literature review method, involving the collection, analysis, and synthesis of information from various relevant sources, including books, journals, and scholarly articles. The findings indicate that integrating economics education can enhance students' conceptual understanding, analytical skills, and learning motivation. Moreover, this approach encourages students to recognize interdisciplinary connections, resulting in holistic comprehension. However, the implementation of such integration faces several challenges, including teacher readiness, time constraints, and limited supporting learning resources. Therefore, this study recommends the development of a more flexible curriculum, teacher training, and the creation of relevant teaching materials. The results are expected to provide insights for the development of innovative and holistic teaching methods in secondary education.

Computational ability is one of the basic skills that is very important for students in learning mathematics. However, many students face difficulties in understanding mathematical concepts due to the lack of interactive and fun exercises. To overcome this, TuxMath is present as an educational game-based software specifically designed to improve students' arithmetic skills through challenging and interesting games. This study aims to evaluate the effectiveness of TuxMath in improving students' computational abilities, through literature reviews and empirical analysis of previous studies. The method applied is the Systematic Literature Review (SLR), by investigating various journals, articles, and studies published between 2020 and 2024. The results of the study show that the use of TuxMath can increase the speed and accuracy of students' arithmetic calculations, increase learning motivation, and help them understand mathematical concepts in a more enjoyable way.    

The learning interest of students at SDN Silih Asih 2 during learning varies greatly. However, based on the results of observations, most students are less active in participating in learning activities in class, especially in Mathematics. This problem occurs due to the lack of use of interesting and enjoyable learning media for students. This study aims to prove whether the application of Wordwall  educational game media can improve student learning activity in Mathematics in Class 1. The research conducted was Classroom Action Research (CAR) involving 20 students. Data collection included direct observation, interviews and questionnaires. The results of the study showed that the application of Wordwall  educational game-based learning media can improve student activity. This is evidenced by an increase in the average student activity of 55% from cycle I to cycle II. This increase shows that the application of Wordwall  educational game learning media is effective in improving student activity in learning mathematics in class 1 at SDN Silih Asih 2.

This study aims to improve mathematics learning outcomes on probability material through the application of rotating wheel media in class 6A UPT SDN Kutorejo 1. Probability material is considered difficult by students because it is abstract and requires logical thinking skills. This study uses the PTK method with two cycles involving 29 students. Each cycle consists of planning, action, observation, and reflection. The rotating wheel media used is in the form of a circle that can be rotated and contains pictures of typical Tuban souvenirs as objects of probability that students must calculate in groups and independently. The results of the study showed a significant increase in student learning outcomes, marked by an increase in the average score from pretest to posttest in each cycle. In addition, the rotating wheel media also increased student learning motivation and active involvement in learning. PjBL approach combined with this media makes learning more interactive, and fun. In conclusion, the use of rotating wheel media is effective in helping students understand the concept of probability, improving learning outcomes, and overcoming abstract mathematics learning difficulties. The recommendation of this study is the use of rotating wheel media as an alternative innovation in mathematics learning in elementary schools.

This study aims to examine in-depth and comprehensively the various obstacles faced by elementary school students in understanding the concept of fractions. Fractions represent one of the key components in basic mathematics education and often pose a significant challenge for many students. Through a structured literature review and in-depth analysis of empirical data, this research seeks to clearly describe the various difficulties students encounter when learning and understanding fractions. Additionally, this study investigates the underlying factors contributing to these difficulties and offers a number of creative and effective instructional strategy recommendations to help students overcome these barriers. The findings indicate that the primary challenges hindering students' understanding include several critical aspects: weak comprehension of basic fraction concepts, difficulty in representing fractions both visually and symbolically, struggles with performing arithmetic operations involving fractions, and challenges in relating fraction concepts to real-life situations. A thorough understanding of these challenges is expected to serve as a crucial foundation for improving the quality of mathematics instruction at the elementary school level.    

This research aims to develop online mathematics learning tools based on the local wisdom of Papua in the form of Lesson Plan and E-Worksheet products that are oriented to students' critical thinking skills and mathematical problem-solving in materials of polyhedra which (1) validity aspects, (2) practicality aspects, (3) effectiveness aspects. The cultures used in this research are the kariwari traditional house and the kaki seribu traditional house as illustrations to explain the concept of polyhedra. The research method is research and development (R&D) using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development design model. The subjects in this study are 8 students who are in grade VIII at Golden Gate Junior High School, Sorong City. The instruments used in this study are validation sheets, learning implementation observation sheets, teacher response questionnaires, student response questionnaires, and tests. The learning tool is valid if the results of the experts' assessment are at least in the "good" category. Learning tools are said to be practical if the results of teacher’s responses, student responses, and observations of learning implementation are at least in the "good" category. The learning tool is effective if the percentage of students who complete the critical thinking skills test and the math problem-solving ability test is at least 60%. This research produced online learning tools in Lesson Plan and E-Worksheet mathematics form based on local Papuan wisdom oriented to critical thinking skills and problem-solving skills of grade VIII junior high school students on flat-side space building materials. The validation results show that the product developed meets the valid criteria with a good category. The results of the test show that the product developed meets the practicality and effectiveness criteria. Practicality achieved the category “very good” based on teacher assessment, student responses, and the observation of learning implementation. Effectiveness achieves the effective category based on the test of critical thinking skills and mathematical problem-solving. The percentage of students who completed the critical-thinking skills test reached 87.50%, and the mathematical problem-solving ability test reached 75.00%.

Mathematics is often referred to as a field of knowledge developed through logical reasoning and is considered essential in everyday life, particularly in problem-solving. One effective way to apply problem-solving skills in mathematics education is through the use of word problems. This study aims to explore and analyze the various obstacles students encounter when solving mathematical word problems. The research employs a descriptive qualitative approach, with data collection methods including tests, interviews, and a project involving the construction of a staircase using standard units of length. The subjects of the study were four third-grade elementary school students in Batusangkar who had previously studied standard units of length. The findings reveal that students faced a range of difficulties, such as challenges in understanding the problems, failure to organize solution steps systematically, and limited comprehension of the concept of standard measurement units. Additionally, a lack of interest in learning was found to negatively impact students’ ability to solve word problems. Therefore, conceptual understanding and increased motivation to learn are crucial factors in enhancing students’ mathematical problem-solving abilities.

Mathematics is often referred to as a field of knowledge developed through logical reasoning and is considered essential in everyday life, particularly in problem-solving. One effective way to apply problem-solving skills in mathematics education is through the use of word problems. This study aims to explore and analyze the various obstacles students encounter when solving mathematical word problems. The research employs a descriptive qualitative approach, with data collection methods including tests, interviews, and a project involving the construction of a staircase using standard units of length. The subjects of the study were four third-grade elementary school students in Batusangkar who had previously studied standard units of length. The findings reveal that students faced a range of difficulties, such as challenges in understanding the problems, failure to organize solution steps systematically, and limited comprehension of the concept of standard measurement units. Additionally, a lack of interest in learning was found to negatively impact students’ ability to solve word problems. Therefore, conceptual understanding and increased motivation to learn are crucial factors in enhancing students’ mathematical problem-solving abilities.

The use of visual media in mathematics learning can help students understand difficult concepts, especially abstract ones. Images allow students to visualize mathematical processes, such as addition and subtraction, making these concepts easier to grasp. Visual media serves as an effective tool for delivering content, particularly in topics like geometry, which are hard to imagine using formulas alone. Additionally, visual media can enhance students' interest and motivation in mathematics, as learning becomes more engaging and enjoyable.

This study aims to analyze the level of understanding of the division concept among third-grade elementary school students. Understanding division is a fundamental component in mathematics learning, serving as a basis for more complex numerical operations in higher grades. The research employed a descriptive qualitative method involving 5 students from an elementary school in. Data were collected through diagnostic tests, interviews, and observations. The findings revealed that most students still struggle to grasp the concept of division, particularly in understanding it as a grouping process and as repeated subtraction. Factors influencing students' comprehension include limited use of varied teaching methods, insufficient application of concrete learning media, and differences in students' learning styles. These findings are expected to serve as a reference for teachers in designing more effective and contextual learning strategies to enhance students’ understanding of the division concept at the elementary level.

Understanding the basic concept of multiplication is one of the important competencies that must be possessed by elementary school students. This study aims to analyze the extent of understanding the concept of multiplication of whole numbers in third grade elementary school students. A strong understanding of the concept at the initial stage is very important as a basis for mastering subsequent materials. This study uses a qualitative descriptive approach with data collection techniques in the form of diagnostic tests. The test is designed to identify the level of understanding of third grade elementary school students. The subjects of this study were third grade elementary school students. The results of the mini-research showed that some students had difficulty understanding story problems so that they considered them to be additions, errors when reading multiplication problems, and misconceptions that emerged in solving multiplication problems. Students had great difficulty making mathematical forms from story problems. These findings provide an important picture for teachers to design more effective learning and adjust their learning needs. Keywords: understanding concepts, mathematics learning, multiplication.

The purpose of this study is to describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' problem solving and mathematical communication skills, describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on problem solving skills, and describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' mathematical communication skills. This type of research is Quasi Experimental using Nonequivalent Control Group Design. This research was conducted at SMP Negeri 1 Malinau, North Kalimantan City with 60 students from two 9th grade classes. The instruments used in this study were descriptive test questions of problem solving ability, mathematical communication and observation sheets for the implementation of Outdoor Learning Math learning activities using GPS-based mobile technology-assisted math traces. The results showed that there was an effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' problem solving and mathematical communication skills together, there was no effect of Outdoor Learning Math using mobile technology-assisted math traces on problem solving skills, and there was no effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on mathematical communication skills. Therefore, for future researchers to expand the scope of materials such as geometry, statistics and probability, algebra, arithmetic and add student motivation variables.

This research is motivated by the problems in class VIII of Al-Irsyad TI Bulaan Kamba Islamic Boarding School that the learning process is still centered on the teacher, lack of student response to mathematics learning, lack of student courage to ask the teacher, students still think mathematics is difficult and scary, lack of interest in learning mathematics, and students are less enthusiastic when participating in mathematics learning. One alternative learning that can be done to overcome these problems is to apply the Problem Based Learning learning model. This study aims to determine the effect of the Problem Based Learning learning model on the interest in learning mathematics of class VIII students of Al Irsyad TI Bulaan Kamba Islamic Boarding School. The hypothesis in this study is "there is a significant effect of the Problem Based Learning learning model on the interest in learning mathematics of class VIII students of Al Irsyad TI Bulaan Kamba Islamic Boarding School". This type of research is a pre-experiment with a one group pretest-posttest research design, the population in this study were all students of class VIII of Al Irsyad TI Bulaan Kamba Islamic Boarding School, the sampling used was Random Sampling, first a normality test, homogeneity test, and average similarity test were carried out on the population data. The sample in this study was class VIII A as the sample class. The instrument in this study was a questionnaire on students' interest in learning mathematics. The data analysis technique used in this study was the paired sample t test. The results obtained from the paired sample t test were t count = 2.81 and t table = 2.05 and sig = 0.0045 at a real level of α = 0.05. From these results it can be concluded that H0 is rejected and H1 is accepted. So it can be concluded that there is a significant influence of the Problem Based Learning learning model on the interest in learning mathematics of class VIII students of Al Irsyad TI Bulaan Kamba Islamic Boarding School.    

This study investigates the use of MATLAK (Mathematics Through Congklak) media in improving mathematics learning for class 5C students at SDN 067240 Medan Tembung. The objectives are to: (1) describe the application of MATLAK in the classroom, (2) determine its impact on students' mathematics learning outcomes, (3) analyze its effect on student motivation and engagement, and (4) assess the effectiveness of the traditional congklak game as a learning tool. Conducted as Classroom Action Research (CAR), this study aims to address classroom learning challenges through reflective cycles that enhance both teaching processes and student outcomes. The findings reveal that the integration of the Problem-Based Learning (PBL) model with MATLAK media, rooted in constructivist principles, significantly increased student activity and understanding, especially when problems presented were closely related to daily life. Students were encouraged to collaborate, think critically, and articulate their ideas during discussions. Additionally, student responses toward the use of MATLAK media were overwhelmingly positive, demonstrating increased motivation and active participation. Teacher observations also showed improvement in classroom engagement and implementation effectiveness from cycle I to cycle II. Overall, the study concludes that using the traditional congklak game as a mathematics learning medium when combined with the PBL model effectively enhances learning outcomes and student involvement in class 5C.

This research is based on the background of the problems found in grade IX of SMP N 1 Gunuang Omeh District that the low motivation of students in learning mathematics, this is characterized by students who look lazy in learning and only a few students pay attention when the teacher explains the material. Then, from the results of the students' daily test scores, it was also found that the low ability to understand mathematical concepts of grade IX students at SMP N 1, Gunuang Omeh District. The formulation of the problem in this study is how is the motivation of students to learn in mathematics subjects using the Student Teams Achievement Division (STAD) type cooperative learning model for grade IX at SMP N 1 Gunuang Omeh District for the 2023/2024 Academic Year and whether there is a significant positive influence using the Student Teams Achievement Division (STAD) type cooperative learning model on the ability to understand mathematics concepts of grade IX students at SMP N 1 Kecamatan Gunuang Omeh for the 2023/2024 Academic Year. This type of research is a quasi-experimental experiment with a Randomized Control Group Only Design research design. The population in this study is all grade IX students at SMP N 1, Gunuang Omeh District. Sampling was determined at random first by a normality test, a homogeneity test, and an average similarity test on population data. The sample in this study is class IX-2 as the experimental class and class IX-3 as the control class. The results of the analysis of the student mathematics learning motivation questionnaire data were obtained with a percentage of 72.28% with high motivation criteria and the test of students' ability to understand mathematical concepts was calculated using the t-test obtained tcount = 3.180 and and ttable = 1.672 because tcount > ttable means subtracting H0 and accepting H1 at the real level α=0.05, and by using SPSS26 Sig = 0.003 was obtained which means that sig ≤α with α=0.05.

The learning process is the implementation of the curriculum in educational institutions to influence students to achieve predetermined goals. Lack of student enthusiasm in the learning process results in learning outcomes that are not optimal. The purpose of the study was to analyze the influencing factors and teacher strategies in improving the learning outcomes of fifth grade students in Mathematics at Al-Muhajirin Islamic Elementary School. The method used is qualitative. Data collection techniques with observation, interviews and documentation. The research findings show that student learning outcomes at Al-Muhajirin Islamic Elementary School are classified as good, but there are still students with low learning outcomes. This can be seen from the average score of the midterm exam which although it is quite satisfying, but there are students who have not reached the standard of completeness. The research conclusions include the supporting and inhibiting factors for student learning outcomes. Internal supporting factors include motivation and attitude, while external supporting factors come from relationships with parents, teachers and the environment. Meanwhile, internal inhibiting factors are motivation, intelligence, interest and talent, self-confidence, and discipline. External inhibiting factors include family, school and peer environment. The teacher's strategy in improving student learning outcomes is to provide motivation, use varied learning strategies, provide learning methods that are in accordance with the situation and conditions of students and use interesting learning media in accordance with learning materials.

This study aims to identify the difficulties faced by tenth-grade students in understanding enumeration rules and to find effective learning solutions. The research method used was descriptive qualitative, with 33 tenth-grade students of SMA Negeri 1 Percut Sei Tuan as subjects. The instruments used included a diagnostic test in the form of National Examination questions 7-11 on permutations and combinations, interviews with mathematics teachers, and classroom observations. The results showed that the majority of students (50%) were in the moderate understanding category, understanding the basic concepts but frequently making procedural errors. Thirty percent of students were in the low understanding category, having difficulty distinguishing between addition and multiplication rules and applying the concepts to word problems. The main obstacles identified included a lack of mastery of basic concepts, difficulty determining solution steps, a lack of varied practice questions, and limited interactive learning media. Recommended solutions include the use of visual media such as tree diagrams and tables, a contextual approach to everyday life problems, collaborative learning, and the provision of additional tutoring.

This study aims to evaluate the effectiveness of the Jarimatika method in enhancing elementary school students’ multiplication skills. The research stems from the issue of students’ limited understanding of multiplication concepts, often caused by monotonous and less engaging teaching methods. A literature review approach was employed by examining eight relevant previous studies. Data analysis was conducted by comparing findings across various sources. The results indicate that the Jarimatika method significantly improves student learning outcomes, both in terms of average scores and mastery levels. Moreover, it boosts students’ motivation and active participation during the learning process, proving effective across different grade levels. The use of fingers as a counting tool helps make the learning experience more tangible, enjoyable, and accessible for students. Therefore, Jarimatika is recommended as a viable alternative strategy for teachers in teaching mathematics at the elementary level, especially for multiplication topics.