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Econometrics is a discipline in economics that combines economic theory, mathematics, and statistics to quantitatively assess economic phenomena. This paper aims to introduce econometrics as an important tool in economic analysis and explain its applications in various sectors such as macroeconomics, microeconomics, development, and finance. Using a descriptive qualitative research method based on literature review, this paper explains how econometrics is used to test economic conjectures, make predictions, and support data-driven decisions. In addition, this article also discusses the advantages of econometrics, the challenges that arise in its application, and the software used in econometric analysis, including Excel, SPSS, and EViews. The findings show that econometrics is useful not only for academics but also for decision makers and business actors in designing more efficient economic strategies and policies. However, several problems such as data limitations, model assumptions, and specification errors are still challenges that need to be overcome by increasing capabilities and utilizing technology. It is hoped that this paper can broaden understanding and encourage more effective and appropriate use of econometrics in Indonesia.

This article aims to examine the role of digital learning media in supporting mathematics learning that is aligned with the spirit of the Merdeka Curriculum. The research was conducted using the Systematic Literature Review (SLR) method on twenty scientific articles that discuss the use of digital media in learning mathematics at various levels of education. The results of the study show that digital learning media such as the Canva application, Wordwall, digital comics, animated videos, and educational games can significantly improve concept understanding, learning motivation, and student engagement. Digital media also supports the differentiated and contextual learning approach that is the main characteristic of Merdeka Curriculum. This study concludes that digital media is not only effective in conveying abstract material visually and interactively, but also encourages the development of students' 21st century skills, such as critical thinking, independence, and creativity. The findings are expected to be a reference for teachers, researchers, and policy makers in designing innovative and adaptive mathematics learning strategies in the digital era.

This study aims to describe students' difficulties in translating word problems into mathematical models in algebra material. Using a qualitative approach, the subjects were seventh-grade students at SMP Negeri 2 Tasikmalaya in the 2024/2025 academic year. Data were collected through questionnaires, interviews, and documentation. The results show that students struggled to understand the meaning of word problems and convert them into correct equations. Common errors included misconceptions about algebraic symbols, such as treating variables as fixed numbers and misusing the equal sign. In addition, students had difficulty identifying essential information needed to construct a mathematical model. Learning activities that focused only on procedural calculations further contributed to these challenges. This study recommends the use of more contextual and meaningful learning approaches, such as Problem-Based Learning and Realistic Mathematics Education, to help students better understand the relationships within problems and accurately express them through appropriate mathematical representations..    Penelitian ini bertujuan untuk mendeskripsikan kesulitan siswa dalam menerjemahkan soal cerita ke dalam model matematika pada materi aljabar. Dengan pendekatan kualitatif, subjek penelitian adalah siswa kelas VII SMP Negeri 2 Tasikmalaya tahun ajaran 2024/2025. Data dikumpulkan melalui angket, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memahami makna soal cerita dan menyusunnya menjadi persamaan yang tepat. Kesalahan yang muncul meliputi pemahaman yang keliru terhadap simbol aljabar, seperti menganggap variabel sebagai angka tetap dan tidak tepat menggunakan tanda sama dengan. Selain itu, siswa juga tampak kesulitan menentukan informasi penting yang diperlukan untuk membangun model matematika. Pembelajaran yang hanya berfokus pada prosedur perhitungan turut memperkuat kesulitan ini. Penelitian ini merekomendasikan penggunaan pendekatan pembelajaran yang lebih kontekstual dan bermakna, seperti Problem-Based Learning dan Realistic Mathematics Education, agar siswa dapat lebih memahami hubungan antar informasi dalam soal dan menyusunnya dalam bentuk model yang benar.

Technological literacy among high school mathematics teachers is a crucial aspect in realizing creative, interactive, and relevant learning to meet the demands of the 21st century. However, the reality on the ground shows that most mathematics teachers still have limited experience in improving technological literacy, particularly in the use of artificial intelligence (AI) as a learning support medium. This condition has implications for low innovation in the mathematics learning process. This community service activity aims to optimize the use of AI, specifically Generative-AI technology, in supporting mathematics learning in high schools. The target group is members of the High School Mathematics Subject Teachers' Conference (MGMP) throughout Grobogan Regency, Central Java Province, Indonesia. The implementation method includes workshops, interactive discussions, hands-on practice, and mentoring in the development of AI-based mathematics teaching materials, assessments, and learning media. The training materials include an introduction to the basic concepts of Generative-AI, effective prompting techniques, and practice using various AI applications to produce interactive and contextual teaching materials. Evaluation results showed that all training participants agreed or strongly agreed that this activity successfully improved their understanding of the basic concepts of Generative AI and their skills in operating AI applications for mathematics learning. Participants also reported increased confidence in integrating AI technology into their teaching practices, as well as gaining various relevant practical ideas for classroom implementation. High enthusiasm was evident in the 100% commitment of participants who expressed their readiness to implement AI technology in mathematics learning. Thus, this training not only contributed to improving teachers' technological literacy but also became a strategic step in encouraging innovative and adaptive transformation of mathematics learning in the digital era.

Mathematical logic is a branch of science that studies the principles of logical reasoning and how to judge the truth of a statement. This article discusses the role of mathematical logic in everyday life, especially in education, technology, and finance. Mathematical logic has been proven to help improve critical, analytical, and systematic thinking skills, making it easier for individuals to solve various problems more effectively and efficiently. In the world of education, mathematical logic supports the development of rational, argumentative, and problem-solving skills, and is an important foundation in the science and mathematics curriculum. Teachers can leverage this logic to encourage students in building consistent reasoning and logical argumentation. In the field of technology, mathematical logic is the foundation in the development of modern computing systems, such as algorithms, programming, artificial intelligence, and data structures. Without mathematical logic, digital systems such as search engines, software, and applications cannot function optimally. In finance, mathematical logic plays a role in budget strategy, investment decision-making, statistical analysis, and rational risk management. With a good understanding of logic, individuals and institutions can make more wise and measurable financial decisions. Although his contribution is large, there are still many people who do not understand the basic concepts of mathematical logic. This can be overcome through more inclusive education, contextual approaches, and interactive learning based on real problems, both in schools and non-formal environments. This study emphasizes the importance of mathematical logic as a foundation in supporting a more rational, efficient, and structured life in today's modern era. Increasing mathematical logic literacy can be a national strategy to create a society that thinks critically, is competitive, and ready to face global challenges.

This research is motivated by the need for innovation in mathematics learning in elementary schools, especially regarding material measuring the weight of objects which is often considered abstract by students. The aim of this research is to develop a learning design based on blended learning combined with interactive media to increase understanding of concepts and student involvement in the learning process. The research method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The findings show that the learning design developed is classified as very feasible and effective based on the assessment of material experts, media, as well as the results of limited trials in the field. The use of interactive media in a blended learning approach has been proven to significantly increase students' learning motivation and understanding of concepts. The implications of this research indicate that the integration of digital technology in mathematics learning in elementary schools can be an eee3werfgfdzxczalternative solution to create a more interesting, interactive and meaningful learning experience.

The rapid digital transformation has introduced new challenges in education, particularly in making mathematics learning engaging and contextual at the elementary level. A crucial issue lies in the low interest and engagement of students due to conventional teaching approaches that are often perceived as boring and abstract. This study aims to analyze the use of Minecraft: Education Edition as an innovative digital learning medium to enhance the effectiveness of mathematics instruction in the fifth grade of MIN 02 Batang. A case study approach was employed, utilizing observation, interviews, and documentation during the learning process. The findings indicate that Minecraft significantly increases student engagement and facilitates the understanding of concepts such as geometry, measurement, and scale through visual and contextual exploration. Supporting factors include student enthusiasm and available digital infrastructure, while obstacles include time limitations and teacher readiness in using technology. In conclusion, Minecraft: Education Edition holds significant potential as a 21st-century learning tool that is adaptive and enjoyable, with recommendations for teacher training and more effective time planning in classroom implementation.

Technology development has brought significant changes in education, demanding students' active role as prospective educators to innovate in learning. This article aims to describe the role of Elementary Madrasah Teacher Education (PGMI) students in collaborative community service to develop interactive teaching materials based on digital books in Mathematics subjects in class IV of MIS Al-Jihad Palangka Raya using the ABCD method (Audience, Behaviour, Condition, Degree). The study results showed that the teaching materials developed were feasible (material validation 97%, design 96%), received positive teacher responses (82%), and significantly impacted student learning outcomes. Thus, PGMI students are essential in supporting compelling and engaging digital-based learning innovations.

This study aims to analyze the types of student learning difficulties in solving mixed arithmetic operations based on the Newman Error Analysis (NEA) approach. This research uses a descriptive qualitative approach with literature study techniques on national scientific articles published between 2020 and 2025. The data were analyzed based on five categories of errors according to NEA, namely reading errors, comprehension errors, transformation errors, process skill errors, and coding errors. The results showed that students experienced all types of errors, with transformation and process skill errors as the most dominant types. Factors causing the errors include weak mathematical literacy, lack of understanding of basic concepts, low motivation to learn, and limited contextual and interactive learning strategies. The findings recommend the need for the use of NEA-based diagnostic approaches in mathematics learning as well as the integration of visual learning media to strengthen students' understanding of the concept of mixed arithmetic operations.

This research aims to examine the learning methods and challenges faced by several students when solving mathematics problems regarding number patterns, with an emphasis on analyzing students' thinking processes. This study employs an approach to analyze students' ways of thinking. In this study, a qualitative approach is used with a case study method on a group of junior high school students. Information was collected through observations and analysis of students' work. The findings of the research indicate that students apply various strategies in understanding the material of number patterns, which include memorizing patterns to trying to find their own formulas. However, many students face difficulties in drawing conclusions about patterns and connecting relevant mathematical concepts to everyday life. Common mistakes include errors in recognizing patterns, errors in calculations, and a lack of precision in understanding problems. Analysis of the thinking process shows that some students are still at the concrete operational thinking level, so they need visual aids and real-life examples to better understand patterns. This research emphasizes the need for an approach in teaching that can enhance students' abstract thinking abilities and requires varied practice in determining numerical pattern problems.    

This study aims to describe students' mathematical understanding abilities through the application of a problem solving approach using magic coin media on integer operation material. This study is a qualitative study with a descriptive approach conducted at MTs An-Nuur Palembang in May of the 2025/2026 academic year. The subjects of the study were 25 grade VII students who were selected purposively. Data collection was carried out through observation, documentation, and learning outcome tests. The results of the study showed that the use of magic coin media in mathematics learning was able to improve students' conceptual understanding. This media helps students to be more active, understand integer operations concretely, and be involved in the problem-solving process independently or in groups. These findings indicate that the problem solving approach combined with magic coin media can create a fun learning atmosphere, and is effective in improving students' mathematical understanding abilities.

This study aims to systematically examine various mathematics learning strategies based on deep learning approaches that can enhance elementary school students’ motivation and academic achievement. In the context of education, deep learning refers to learning processes that emphasize conceptual understanding, interrelated knowledge, and the development of critical and reflective thinking skills. Using the Systematic Literature Review (SLR) method, this research analyzes 20 relevant scholarly articles published between 2015 and 2024, sourced from leading databases such as Google Scholar. The review findings indicate that strategies such as problem-based learning (PBL), project-based learning (PJBL), metacognitive strategies, and the use of interactive learning technologies consistently improve student engagement, foster intrinsic motivation, and enhance mathematics learning outcomes. These findings suggest that integrating deep learning-based instructional strategies is highly relevant for elementary mathematics education, aiming to create more meaningful, student-centered learning experiences.

In mathematics, especially in the material of linear equations of one variable, learning media has a very vital role to maximize the success of the learning process. Through realistic mathematics learning methods, it can help students use interactive media to more easily understand complex concepts. The purpose of this research is to explain the steps for creating Adobe Animate-based learning media on PLSV material and to assess how useful it is as a tool in learning activities. Research and development (R&D) applies the 4-D development model (Define, Design, Develop, and Disseminate). The results of the assessment stated that Adobe Animate-based learning media for the PLSV topic is very suitable for use as a supporting tool in learning the subject. Small-scale trials showed a practicality of 93%, while large-scale trials showed a practicality of 95%.

This study aims to develop teaching materials based on the TESMER approach on algebra material to improve the quality of mathematics learning at the junior high school level. TESMER as a development model is designed to bridge learning theory with classroom learning practices through systematic stages, namely the analysis, design, formative experiments, and retrospective reflection stages. The algebra material focused on includes algebraic forms, algebraic operations, and simple problem solving. This study uses a design research approach by involving teachers and students in the development process. The results of expert validation show that the teaching materials are included in the very valid category, with high assessments in the aspects of content integration, presentation, and language. Limited trials show that the teaching materials are practical to use by teachers and are liked by students. In addition, there was a significant increase in students' conceptual understanding and logical thinking skills after using the teaching materials. These findings recommend the TESMER approach as an effective framework in developing contextual algebra learning devices that are oriented towards meaningful learning.

This study aims to describe the process of learning mathematics on percentage material through the use of play money with the Indonesian Realistic Mathematics Education (PMRI) approach in class VII SMP. The PMRI approach is used to link mathematical concepts with real contexts, in this case buying and selling activities using play money. This research is a descriptive qualitative research conducted at MTs Al-Mu'aawanah Pemulutan, Ogan Ilir. The research subjects were seventh grade students. The instruments used include Learner Worksheets (LKPD), observation, and interviews. The results showed that the use of play money can help students understand the concept of percentage more concretely and contextually. Students become more active in the learning process and are able to connect the concept of percentage with everyday situations. The PMRI approach proved to be effective in increasing students' engagement and understanding of percentage material.

Numeracy is an essential competency that supports students’ ability to reason quantitatively and solve real-life problems. However, students in Indonesia often face challenges in understanding mathematical concepts and applying them in everyday contexts. In response to this, a community service program was conducted at SMP Insan Rabbany, Tangerang Selatan, focusing on the integration of Artificial Intelligence (AI) applications such as ChatGPT and Educaplay in mathematics learning. The program aimed to improve students’ numeracy literacy and provide teachers with the capacity to utilize AI tools effectively. The activities included training sessions for teachers, and direct assistance in classroom implementation. The results showed a significant uses in students’ ability of numeracy. Moreover, teachers expressed increased confidence in incorporating AI-based methods into their lessons. This program highlights the potential of AI to enhance numeracy skills and underscores the importance of technological support and teacher training in the digital age.

The purpose of this study is to assess the computational thinking skills of fourth-grade elementary students within the framework of mathematics instruction. Computational thinking is a crucial 21st-century competency that should be cultivated from an early age, particularly in solving mathematical problems. This study adopts a descriptive quantitative method using a written test instrument developed based on four key computational thinking components: decomposition, pattern recognition, abstraction, and algorithmic processes. The participants in this research were fourth-grade students from a selected elementary school. The results indicate that most students demonstrate a moderate level of computational thinking. Among the assessed indicators, decomposition was the most successfully achieved, while algorithmic thinking was the least mastered. These results highlight the importance of integrating contextual and problem-based learning strategies to further enhance students’ computational thinking abilities in mathematics education.

This study aims to analyze the perspectives of mathematics students in general chemistry classes. on the use of butterfly pea flowers (Clitoria ternatea) and vinegar as basic ingredients for making environmentally friendly natural ink. This innovation is expected to be an alternative to the use of chemical inks and to encourage environmental awareness among students. This study uses a descriptive analysis method with data collection through questionnaires distributed to students. The results of the analysis show that most students gave a positive response to the use of butterfly pea flowers and vinegar as natural ink, especially in terms of loss, material safety, and potential application in the campus environment. These findings indicate an opportunity to develop environmentally friendly products based on local wisdom in the world of education.

This study is a literature review aimed at examining the effectiveness of the guided inquiry model based on STEM in enhancing students’ critical thinking skills. The guided inquiry model provides a structured framework for students to explore problems under teacher guidance, while the STEM (Science, Technology, Engineering, and Mathematics) approach promotes interdisciplinary, contextual, and practical learning. Through an analysis of various relevant articles and scholarly journals, the findings indicate that the implementation of the guided inquiry model integrated with STEM consistently improves students' critical thinking abilities, particularly in areas such as analysis, evaluation, and reasoning. The study also highlights the crucial role of teachers as active facilitators in the learning process and the need for adequate resources to effectively apply this approach. The results of this review are expected to serve as a reference for educators and researchers in developing innovative and 21st-century-oriented learning strategies.

Mathematics plays a crucial role in everyday life, as it enhances students' abilities to absorb lessons more effectively and develop rational, critical, logical, analytical, and systematic thinking. This study employs the literature review method, which involves gathering relevant information from various sources to support the research topic. The author collects references from articles and journals using Google Scholar, an open-access database that simplifies the process of locating topic-specific materials. Difficulties faced by students in learning mathematics are not always due to a lack of mathematical knowledge. They may stem from other issues such as memory problems, difficulty in recalling mathematical problems, weak calculation skills, confusion with operational signs, or reversing numbers. Students with learning disabilities may particularly struggle with both mathematical reasoning and basic computation. Furthermore, mathematical learning difficulties are also associated with cognitive challenges, such as solving complex word problems and understanding numerical concepts. These learning difficulties often result from internal and external factors that hinder the brain’s ability to process, analyze, and retain mathematical information effectively.