Publication Search

This study aims to improve students' learning outcomes in Social Sciences (IPS) through the implementation of the Science, Technology, Engineering, and Mathematics (STEM) learning model. The background of this study is based on the low learning outcomes of IPS in class VII of SMP Negeri 3 Jakarta, as well as the lack of variations in innovative learning models. The study used the Classroom Action Research (CAR) method of the Kemmis and McTaggart model which was carried out in two cycles. Each cycle includes the stages of planning, implementation, observation, and reflection. The subjects of the study were 36 class VII-B students. Data collection techniques used learning outcome tests, observations, interviews, and documentation. The results of the study showed a significant increase in student learning outcomes. In the first cycle, the percentage of students who achieved the Minimum Completion Criteria (KKM) was 77.77%, increasing to 91.6% in the second cycle. In addition, student activity in learning activities also increased. These results prove that the Science, Technology, Engineering, and Mathematics (STEM) learning model is able to integrate social studies concepts with real situations, thus facilitating students' understanding and improving the quality of learning.    

This study aims to analyze students’ difficulties in understanding the concept of Stokes’ Theorem in the Vector Calculus course. The method used is a descriptive qualitative approach with data collected through semi-structured interviews with mathematics education students who have studied the topic. The results show that students struggle to comprehend the relationship between line integrals and surface integrals, as well as to connect the concept of curl with vector direction in three-dimensional space. Limited understanding of prerequisite material and the lack of visual media further exacerbate these difficulties. Students reported that learning methods based on visualization and group discussion were helpful. This study recommends the use of contextual learning strategies and interactive media to improve students’ understanding of abstract concepts in Stokes’ Theorem.

Number sense is a person's perspective on a number and its calculations. A person with a good sense of numbers can use various methods and strategies to solve complex problems. This research is motivated by the lack of number sense, this is because the methods used in the learning process still use traditional mathematics teaching. This research is an ex post facto research where data is reviewed with a qualitative approach and presented descriptively. The results of the study show that the level of number sense in elementary school students is able to understand the basic meaning of numbers and operations, use the right benchmarks, assess the fairness of the results, but have not been able to realize the relative and absolute magnitude of a number.

This study is a literature review that aims to identify and analyze the application of GeoGebra applications in learning geometric transformations at the high school level. Geometric transformation is a material that requires high spatial visualization skills, so learning media are needed that are able to present concepts in a concrete and interactive way. GeoGebra, as a dynamic mathematics application, is considered capable of facilitating student understanding through direct visualization of transformation processes such as translation, reflection, rotation, and dilation. The study was conducted by reviewing 11 relevant scientific articles, published in the last five to ten years, and meeting certain inclusion criteria. The results of the analysis show that the application of GeoGebra in learning has a positive impact, both cognitively, affectively, and technically. GeoGebra is able to improve students' understanding of concepts, learning motivation, and learning outcomes. The implementation strategy includes the development of e-modules, digital teaching materials, problem-based learning, and application usage training. Overall, GeoGebra has proven to be valid, practical, and effective in supporting more interesting and meaningful learning of geometric transformations.

This study aims to analyze various obstacles faced by fifth grade students of Muhammadiyah Nglatihan Elementary School in understanding the concept of spatial figures. This study uses a qualitative approach combined with descriptive methods to obtain an in-depth picture of the phenomenon being studied, as a basis for describing the phenomenon being studied in depth as the main analysis framework. Data collection was carried out through direct participatory observation of 15 students during the mathematics learning process. The results of the study revealed that students experienced obstacles in visualizing three-dimensional shapes, distinguishing elements of spatial figures such as sides, edges, and vertices, and applying volume and surface area formulas correctly. These difficulties are caused by the lack of use of concrete media and learning approaches that are not in accordance with the stage of students' cognitive development.

This review sought to investigate the effect of sports on preschool-aged children’s physical and mental growth and development. Preschool age (3-5 years) is a critical development period for young children. There is accumulating evidence that children in their infancy are growing up greatly, mentally and physically. Early childhood is devoted to academic learning as much as physical activity and play. Thus, continuous healthy development should be cultivated at a young age. As part of the long-term development, sports have been found to have a positive impact on children both physically and mentally. The search range is limited to target preschool children and affective sports based on both gross/fine motor skills and cognitive/and social-emotional development. Gross motor development focuses mainly on all physical movements that involve larger muscles, while fine motor development focuses on smaller muscle groups. These developments allow children to do work that involves body side through balance, coordination, control, and movement. In fact, regular exercise affects brain development in these ways. Behaviors include memory, attention, concentration, and being able to follow instructions that directly or indirectly lead to production. The search was also limited in these developmental areas. Gross and fine motor skills encompass physical movements like bending and throwing, which are crucial for brain development. Regulating body sides aids in developing both gross motor and cognitive skills, such as attention and planning. Deficits in gross motor skills may lead to negative developmental outcomes. Evidence shows that play, gestures, shapes, and devices predict readiness in literacy, spelling, and math. Children must cultivate both primary and fine motor skills to improve physically and cognitively. Proficiency in skills related to writing formation is essential. Additionally, vocabulary plays a significant role in cognitive development, involving flexible thinking, memory control, and language management. Research highlights the importance of language in individual development.

The problem of this study is the lack of students' critical thinking skills in mathematics learning. The purpose of this text is to describe critical thinking in mathematics. The methodology used in the research of this article is qualitative. One of the methods used is qualitative using data collection techniques in the form of diagnostic tests. From several sources obtained, the most relevant data related to this article are presented. The ability to think critically has been proven to have a very important role in learning the material rounding numbers. Students who have good critical thinking skills are not only able to apply rounding rules mechanically, but also understand basic concepts and can apply them in various problem contexts. This study recommends the importance of integrating learning strategies that can develop students' critical thinking skills in mathematics learning, especially through problem-based learning approaches and contextual learning.

Education is one of the fields that continuously evolves alongside the rapid  advancement  of technology. One effort to enhance the quality of education is by implementing a scientific approach in the learning process. This research aims to analyze the contribution of the scientific learning approach to the development of students' self-directed learning at SDN Semper Barat 11, especially in class V. The research method used is descriptive qualitative with data collection techniques through interviews, observations, and documentation. The results show that lesson planning with a scientific approach is well executed, covering the setting of learning objectives, selection of learning models, strategies, learning media, and evaluation. The implementation of learning with a scientific approach in class V is carried out through activities such as observing, questioning, gathering information, reasoning, and communicating. The research also indicates that students experience an improvement in self-directed learning, characterized by active engagement in learning, high motivation, initiative-driven learning, and self-control. Thus, the scientific learning approach significantly contributes to the development of students' self-directed learning at SDN Semper Barat 11. This research provides valuable insights for educational practitioners in designing more effective learning strategies and offers empirical groundwork for enhancing learning methods oriented towards developing students' self-directed learning.

This study aims to understand how the use of the game congklak can contribute to improving the numeracy skills of grade II elementary school students. Using a qualitative approach through a case study, this research involved students, teachers, and parents as resource persons to gain in-depth insights into the role of games in the math learning process. The research subjects were grade II students at SDS Islam Ulul Albab. The findings show that congklak can be an effective tool in helping students hone their numeracy skills. In addition to offering a fun way to learn, this game also helps train social skills, critical thinking, and strategy application. Based on observations and interviews, students were more active and enthusiastic when learning math through congklak, and were able to relate the subject matter to everyday life situations. Overall, congklak proved to be not only an interesting learning medium, but also has an important role in supporting students' cognitive and social development, so it has the potential to be an effective learning innovation at the primary school level.

Realistic Mathematics Education (RME) is an effective approach to improve mathematics learning outcomes while providing students with opportunities to gain real experience in understanding mathematical concepts. Data analysis used by comparing two cycles obtained from student learning evaluation results. The results of the study illustrate that there was a significant increase after using a realistic approach. This study aims to improve the understanding of the concept of distance between points in MA AISYIYAH PALEMBANG students using a realistic approach. This method uses the Class Level Approach (CAR) research method which is carried out in two cycles. Data were collected through conceptual understanding, observation, and documentation.

This study aims to examine the use of Macaulay2 software in improving students' computational thinking skills in mathematics learning, especially in abstract algebra material. Macaulay2 as an open-source Computer Algebra Sistem (CAS) provides a symbolic and algorithmic environment that encourages logical and systematic exploration of mathematical concepts. Literature reviews show that the use of Macaulay2 can strengthen conceptual understanding, train computational thinking, and introduce mathematical programming to students. However, technical challenges, limited Indonesian language teaching materials, and limited educational infrastructure are obstacles that need to be overcome through collaboration between educational stakeholders.

This research aims to investigate the obstacles faced by students in understanding vector field material in the Vector Calculus course. The basis of this study is the low understanding of students regarding abstract concepts in vector calculus, particularly related to vector fields, the del operator, gradients, and directional derivatives. The method applied in this research is qualitative, utilizing questionnaires distributed to three students from the fourth semester. The research findings indicate that students encounter major challenges in visualizing vector fields in three-dimensional space, understanding the differentiation process related to gradients, and associating directional derivatives with gradients. Several factors contributing to these difficulties include a lack of variation in practice problems and a minimal understanding of basic mathematical concepts. The results of this study highlight the need for a learning approach that focuses more on strengthening concepts, the use of visual media, as well as its application in real contexts so that students can build a deeper understanding of vector field material. The results of this study are expected to provide input for the development of more effective and beneficial vector calculus teaching methods.

Mathematics learning in elementary schools still faces several challenges, including low student motivation and critical thinking skills. One innovative solution is the implementation of the Problem Based Learning (PBL) model. This study aims to examine the effectiveness of PBL in improving elementary students’ conceptual understanding and critical thinking in mathematics. This research employed a Classroom Action Research (CAR) method conducted in two cycles involving fifth-grade students at [School Name] Elementary School. Data were collected through observations, tests, interviews, and documentation. The results show that the implementation of the PBL model increased student engagement, problem-solving ability, and the average score of conceptual understanding in mathematics. Therefore, PBL is proven to be effective in fostering meaningful learning and promoting higher-order thinking skills. It is recommended that elementary mathematics teachers integrate PBL as a student-centered learning approach.

Numerical literacy is a fundamental skill that plays a crucial role in the learning process, particularly in the field of science, especially physics. However, the reality is that many freshmen struggle with numerical literacy. This significantly impacts their foundational mathematical skills, which can hinder the academic learning process. This community service activity aims to enhance the numerical literacy of freshmen in the Physics Department at the University of Lampung by utilizing interactive visual modules. The activity was conducted over two sessions in January 2025, involving 28 new students. The students were divided into heterogeneous groups to support collaborative learning. Pre-test and post-test assessments were conducted to measure the effectiveness of the modules. The results showed an average score improvement from 36.25% to 56.6%. Addionally, the satisfaction survey results showed positive responses regarding the module’s appearance, clarity and benefits. Based on this activity, it was concluded that collaborative learning supported by interactive visual media can enhance students numerical literacy skills. 

The aim of this study is to develop an interactive learning medium using the Gimkit application to enhance students’ reading skills at the A1 level. The research follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The data were collected from the Netzwerk Neu A1 textbook, specifically Chapter 7 titled “Arbeitsalltag”. Four reading texts were developed into 32 multiple-choice questions and integrated into the Gimkit application. Validation by a content expert resulted in a score of 95.8, and validation by a media expert yielded a score of 90 both classified as “very good”. The findings show that the Gimkit application is a suitable learning medium to support A1-level reading comprehension by making the learning process more engaging, interactive, and motivating.

This research aims to determine whether there is a relationship between mathematics learning outcomes and physics learning outcomes by taking the subject of exponent numbers in mathematics and the subject of temperature and heat in physics. This research was conducted on class X students at SMA Negeri 6 Tangerang in the second semester. The sample was taken at simple random (cluster sampling) by taking one class from nine existing classes with a total of 30 students. The method used is a survey method with correlation techniques. The independent variable in this research is the results of learning mathematics, while the dependent variable is the results of learning physics. Before the data is analyzed, the requirements test is first carried out, namely the normality test using the Lilliefors test and the regression significance test using analysis of variance (ANOVA). From the results of the normality test for the independent variable, it was obtained that L-count = 0,08770 < 0,161 = L-table, while for the dependent variable it was obtained that L-count = 0,1108 < 0,161 L-table, so it can be concluded that the two samples were normally distributed. The results of linear regression calculations are obtained  The linearity test obtained F-count 1,067 < 2,45 = F-table so it can be concluded that the regression model is linear, meaning there is a linear relationship between the two variables. The regression significance test obtained F=count = 34,732 > 4,20 = F-table. This means that the regression model is significant. Hypothesis testing was carried out using product moment correlation analysis, then calculating the significance of the correlation using the student t-test. The results of the correlation coefficient calculation obtained r-count = 0,744 and the results of the t-student test calculation obtained t-count = 5,892, while the t-table value with a significance level of  α=0,05 and degrees of freedom (dk) = 28  was 2,05. Because t-count = 5,892 < 2,05 = t-table means Ho is rejected. So the results of this research conclude that there is a relationship between mathematics learning outcomes and physics learning outcomes. The coefficient of determination (r2) was obtained at 0,554. This means that mathematics learning outcomes contribute 55,4% to physics learning outcomes.

The purpose of this study is to examine how deep learning influences students’ mathematical critical thinking skills. In mastering mathematics—which requires reasoning, analysis, and systematic review—critical thinking is essential to address the challenges of the 21st century. This research employs a quasi-experimental design using a pretest-posttest control group model. The subjects of the study were eighth-grade junior high school students, divided into an experimental group and a control group. The main instruments used were a mathematical critical thinking skills test and a learning activity observation sheet. The findings indicate that students who participated in instruction based on a deep learning approach showed a significant improvement in critical thinking skills compared to those who received conventional instruction. Unlike students who underwent standard learning methods, those exposed to deep learning strategies experienced a notable enhancement in their critical thinking abilities. Based on these findings, the implementation of deep learning is recommended more broadly in mathematics classroom instruction.

This study is a mini observation of literature that aims to examine the use of Mathway software in supporting students’ computational thinking skills during mathematics learning. The research method is Systematic Literature Review (SLR), by reviewing a number of relevant articles using Google Scholar. The results of the study indicate that the use of Mathway can help students understand the steps to solve problems systematically, improve analytical skills, problem solving, and understanding of mathematical concepts. In addition, this application is also able to increase learning motivation because it presents an interactive and interesting process. However, the use of Mathway needs to be done in a balanced way so that students do not depend entirely on the application and continue to develop understanding through other learning resources. Therefore, Mathway can function as an effective tool in learning as an improvement in students’ computational thinking skills in this digital age.

This research aims to explore the ways in which teachers address the challenges of learning mathematics for children in primary schools by referring to behavioristic theory. This theory emphasizes the central role of stimuli and reactions in influencing learning behavior, and the application of both positive and negative reinforcement to improve students' motivation and understanding. The approach adopted was a descriptive qualitative method using case studies in various primary schools. The results indicated that behavior-focused methods, such as providing repeated practice of problems, immediate feedback, use of concrete tools, and regular application of rewards and punishments, can improve students' enthusiasm and mathematics learning outcomes. However, teacher-driven learning and lack of innovation are barriers to implementation. Therefore, a combination with other methods is needed to make the learning process more thorough.

Discipline in education is necessary for students to understand moral and social boundaries. The practice of disciplining (corporal punishment) against students is still debatable. Some people consider it a form of violence against children that contradicts the principles of child protection in Law Number 35 of 2014 concerning Child Protection. A dilemma arises regarding the limits of the teacher's authority in disciplining students and whether these actions can be categorized as criminal acts or are still included in the realm of education. Article 14 of Law No. 14/2005 on Teachers and Lecturers states that teachers have the right to impose sanctions on students who violate norms, rules, and academic ethics. This research is normative research. The results of this research are: (1) The provision of corporal punishment by teachers against students who violate religious norms, norms of decency, norms of politeness, written and unwritten rules set by teachers in the learning process cannot be categorized as acts against criminal law if the corporal punishment carried out by the teacher does not exceed the limits of reasonableness or punishment that is educational in nature in accordance with the teacher's code of ethics. (2) The application of mediation as a form of protection for teachers regulated in Article 4 paragraph 2 of Permendikbud Number 10 of 2017, where mediation is a form of implementation of restorative justice values creating a space for peaceful problem solving that considers the interests of students, teachers and students. The application of mediation as a form of protection for teachers regulated in Article 4 paragraph 2 of Permendikbud Number 10 of 2017, where mediation is a form of implementation of restorative justice values creating a space for peaceful problem solving that considers the interests of students, teachers, and the school community.