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The utilization of technology in education has been increasingly developed, one of which is the use of chatbots in mathematics learning in elementary schools. This study aims to analyze the impact of chatbot usage on students' understanding of mathematics, learning independence, and time management. This research uses the Systematic Literature Review (SLR) method by reviewing various recent studies related to the implementation of chatbots in learning. The findings indicate that the use of chatbots can enhance students' understanding of mathematical concepts, strengthen learning independence, and help students manage their learning time more effectively. Chatbots provide opportunities for students to learn independently, give real-time feedback, and offer flexibility in learning time. The implications of this research emphasize the importance of integrating technology, specifically chatbots, to support more interactive and adaptive mathematics learning in elementary schools. The study also provides recommendations for further development of educational technology to improve the quality of future learning.

Happiness and motivation to learn mathematics are a must for students. With happiness in a student, it can create a sense of pleasure when doing something and motivation to learn mathematics needs to be in the student as well, with motivation or encouragement, learning will be more enthusiastic and enthusiastic, especially in learning mathematics. The purpose of this study was to see the correlation between happiness and motivation to learn mathematics in class V SDN 17 Pekanbaru. This study is a quantitative study with a correlational method and a population of 114 and a sample of 55 people. The results of the study showed a relationship between the two variables with a significance of 0.000 and a Pearson correlation value of 0.760 and a contribution from the variable of 58%, which means that happiness has a contribution of 58% to motivation to learn mathematics and the remaining 42% is influenced by other factors. This study is expected to provide the best solution that educators can do when teaching mathematics in the classroom.

This service aims to explain the increase in mathematics learning outcomes when implementing the MEA method in class X at MA Darussalam Manuju. The data collection technique uses data about students' mathematics learning completeness obtained from the results of mathematics learning tests carried out at the end of each cycle, with 27 class X students as the subject. The instrument is a learning results test sheet. The results show that the application of the MEA method can improve students' mathematics learning outcomes. This can be proven based on the average score of student learning outcomes in cycle I reaching an average of 69.3703 and in cycle II reaching an average of 87. Based on the learning outcome completeness category used, the score for students' mathematics learning outcomes categorized as complete in cycle I was 81.48% and in cycle II it increased to 100%. These results can be concluded that there has been an increase in Mathematics Learning outcomes using the Means Ends Analysis Method.

The low mathematics learning outcomes of students are caused by many factors, one of which is the low interest in learning mathematics. One way to increase students' interest in learning mathematics is to apply educational games in the mathematics learning process. This description encouraged the PkM team to carry out community service at SD Kristen Sera with the aim of increasing students' interest in learning mathematics through educational games. This community service was carried out on Friday, December 13, 2024, which was attended by 17 grade VI students. The success of this activity was measured using a questionnaire on students' interest in learning mathematics. The results of the analysis of the learning interest questionnaire data showed that there was an increase in students' interest in learning mathematics before and after participating in the learning process using educational games on the material on integer operations. This shows that the application of educational games in the mathematics learning process needs to be done.

This research aims to evaluate the effectiveness of the Realistic Mathematics Education (RME) learning model in improving students' understanding of mathematical concepts. The method used in this research is a literature study by analyzing various relevant literature sources. The results of this research show that the RME learning model can improve students' understanding of mathematical concepts by linking learning material to real life situations, increasing student involvement in the learning process, and encouraging students to think critically and creatively. 

This research aims to determine the application of the jigsaw type cooperative learning model to fifth grade students at Hasanuddin Elementary School, Medan Helvetia, in the mathematics subject of integers. This type of research uses PTK (Classroom Action Research). The subjects in this research were all 30 fifth grade students at Hasanuddin Elementary School, consisting of 13 men and 17 women. Meanwhile, the object of this researcher is to improve student learning outcomes in mathematics subjects covering integers. We can observe data on the comprehension abilities of class V students in classes using the Jigsaw model in table 1, then the data is analyzed using the SPSS version 25.0 application. The results of data analysis show that the learning outcomes in class V using the Jigsaw model obtained a class average score of 83.30. The average value of students' mathematical understanding was classified as good, followed by the highest score obtained by class V students at Hasanudin Elementary School was 100. 00 and the lowest value is 63.00. Based on data processing on the mathematical understanding ability of fifth grade students at Hasanuddin Elementary School using the Jigsaw model, it is known that 3 students got scores in the range of 56-70 (medium category) or 10.0% of the entire sample, 14 students got scores in the range. 71-85 (good category) or 46.7% of the entire sample, and 13 students got scores in the range of 86-100 (very good category) or 43.3% of the entire sample.

Abstract. Understanding opportunity material is often a challenge for students at primary to secondary education levels. This article aims to discuss the factors that influence students' understanding of opportunity material. These factors include students' cognitive abilities, learning styles, teaching methods used by teachers, learning motivation, previous learning experiences, and a supportive learning environment. By understanding these factors, it is hoped that teaching opportunity material can be more effective and help students understand the basic concepts of opportunity.   Keywords:Student understanding, opportunity material, influencing factors, mathematics learning.   Abstrak. Pemahaman materi peluang seringkali menjadi tantangan bagi siswa di tingkat pendidikan dasar hingga menengah. Artikel ini bertujuan untuk membahas faktor-faktor yang mempengaruhi pemahaman siswa terhadap materi peluang. Faktor-faktor tersebut mencakup kemampuan kognitif siswa, gaya belajar, metode pengajaran yang digunakan oleh guru, motivasi belajar, pengalaman belajar sebelumnya, serta lingkungan belajar yang mendukung. Dengan memahami faktor-faktor ini, diharapkan pengajaran materi peluang dapat lebih efektif dan membantu siswa dalam memahami konsep-konsep dasar peluang.   Kata kunci: Pemahaman siswa, Materi peluang, Faktor-faktor yang mempengaruhi, Pembelajaran matematika.

Learning discrete mathematics, particularly on the topic of equivalence in propositional logic using propositional algebra laws, often presents challenges for students due to its abstract nature and the logical thinking skills required. This study aims to analyze the effectiveness of using ChatGPT as a learning aid to enhance students' understanding of this topic. The research employed a quantitative method with a post-test only control group design, involving two groups of students: an experimental group using ChatGPT and a control group utilizing conventional learning methods. Data were collected through a post-learning achievement test. The results showed that the average score of the experimental group (85.47) was significantly higher than that of the control group (66.78). The independent t-test results yielded a significance value of < 0.05, indicating a significant difference in learning outcomes between the two groups. Furthermore, the calculation of Cohen's d showed a value of 0.959, categorized as a large effect size. These findings indicate that the use of ChatGPT as a learning aid has a significant impact on students' learning outcomes. With its interactive and responsive features, ChatGPT helps students grasp complex propositional logic material more easily. This study recommends utilizing AI-based technologies like ChatGPT as an innovative learning strategy, particularly for abstract topics in discrete mathematics.

This study aims to describe and reveal data about the diagnostic approach in assessing learning difficulties in junior high school students. This research uses a qualitative research approach with a library research approach obtained from books, literature, articles, journals, and sites on the internet that are related to the research conducted. The results showed that the diagnostic approach has proven effective in identifying and dealing with learning difficulties of junior high school students. The form of learning difficulties in junior high school students is related to changes in their cognitive and emotional development. the form of difficulty that is often found is difficulty in exact lessons (Mathematics and Science). The causes of students having difficulty learning science are interest, motivation, concentration, learning habits and intelligence. To find out learning difficulties, teachers can conduct learning diagnostics through: first, student identification. second, conduct a diagnosis test with the most consecutive instruments using observation guides, written tests, interview guides and questionnaires and can conduct diagnostic investigations of learning difficulties by observation, interviews (interviews), diagnosis tests (including giving instructions, conducting tests, assessing test results, following up by adding remedial programs). third, provide assistance with tutoring.

This research aims to enhance students' mathematics learning outcomes by implementing a contextual learning model utilizing clinometer paraji as a teaching aid. This study employs Classroom Action Research (CAR), which consists of two cycles, each involving the stages of planning, implementation, observation, and reflection. The participants in this study were grade X students from SMK Yadika Pasuruan. Data collection was carried out through observations of teacher and student activities, tests to measure learning outcomes, and student response questionnaires regarding the applied learning model. The findings reveal that the contextual learning model using clinometer paraji media effectively improves students' mathematics learning outcomes. Furthermore, students showed enthusiasm and increased interest in mathematics when learning through this approach. Therefore, the clinometer-based contextual learning model is a practical and effective method for teaching mathematics.

The aim of this research is to determine the effect of using a guided inquiry learning approach on the development of critical thinking skills in sixth grade elementary school in Mathematics. This research uses a quantitative approach with the ex post facto method, namely the researcher does not control the variables, only takes data regarding the influence of the independent variable on the dependent variable. This research uses a quantitative approach and the analysis in this research uses descriptive and regression analysis. This research was motivated by teachers' difficulties in providing a good understanding of grade 6 elementary school mathematics learning material on the application of ratios in everyday life, namely scales. teachers' limited knowledge regarding the application of inquiry-based learning methods, as well as students' low critical thinking abilities in mathematics learning and their overall low academic achievement. The population in this study were 77 grade VI students at Wadungasri Elementary School, Waru District, Sidoarjo Regency, and a sample of 25 students was taken. Data collection techniques using questionnaires. Data processing techniques with validity testing using expert judgment techniques. Reliability test uses Alpha Cronbach. Analysis prerequisite tests are normality test and linearity test. The data analysis technique used is a simple regression test. Research results: the guided inquiry learning model has an effect on students' critical thinking skills by 1.673%.

Numeracy is not only the responsibility of mathematics teachers, but also the responsibility of all non-mathematics teachers, namely teachers who teach subjects other than mathematics. The approach needed is cross-subject numeracy. Based on the results of interviews with partner schools, it was obtained that teachers in these schools still have minimal knowledge about numeracy literacy and numeracy reinforcement in non-mathematics lessons. The solution offered is to provide reinforcement of numeracy literacy materials and provide reinforcement of non-mathematics or cross-subject numeracy literacy materials so that non-mathematics teachers can also improve students' numeracy in subjects other than mathematics. The implementation mechanism consists of 3 main stages, namely the planning stage, the implementation stage, and the evaluation stage. Evaluation of program implementation is measured from the increase in participants' knowledge from pretest to posttest and the participant's response questionnaire to this activity. Based on the results of the community service, it can be concluded that this activity makes a good contribution to increasing the knowledge and understanding of SMP Terpadu Darul Dakwah teachers regarding cross-subject numeracy literacy and examples of learning activities to strengthen numeracy literacy in subjects other than mathematics. The number of participants who experienced an increase in score from pretest to posttest was 100%, meaning that all participants in the activity experienced an increase in knowledge. In addition, it can also be seen from the average pretest of 48 and the average posttest of 75.5. The overall process of implementing this activity went well and smoothly. This activity also received a positive response from the participants with a score percentage of 90.25%.

The following article has the following objectives: (1) to understand the meaning of role playing (2) the purpose of implementing role playing (3) the function and provisions in implementing the role playing model for elementary school students (4) the advantages and disadvantages of using role playing. In implementing role playing, there are quite good benefits for training and increasing creativity and understanding students' learning and mathematical concepts, especially at the elementary level. At that age, a strong understanding is needed because they are not yet able to think abstractly. Therefore, a method is needed that emphasizes the concept so that it is easier for students to learn mathematics. It is also necessary to make more efforts to emphasize understanding the concept so that students have a good enough basis for thinking to achieve other cognitive abilities.

Education is a learning process aimed at developing individual potential in cognitive, affective, and psychomotor aspects, enabling them to contribute optimally to society. In formal education, such as in schools, various disciplines are taught, including mathematics, which helps students think logically, analytically, and solve problems. Mathematics education is expected to help students understand concepts that can be applied in various fields of science and real-life situations. Students should understand mathematical concepts, recognize relationships between concepts, derive formulas and properties, perform mathematical operations for generalization, gather evidence or explain ideas and mathematical statements, solve problems, use mathematics to communicate ideas, explain situations or problems, and appreciate the importance of mathematics in their lives. Conceptual understanding represents the lowest level of the cognitive domain and is a crucial learning objective as it provides the understanding that the lessons taught are not merely about mathematics. The conceptual understanding of mathematics among the 24 students in class XI at SMK RPI Jakarta resulted in an average score of 76.9. This indicates that the majority of students have a good understanding of the concepts, although some still require improvement..

This study examines the application of mini-game-based pocket books as a learning medium to improve elementary school (SD) students' mathematics learning outcomes. The background of this study is based on the challenges faced by students in understanding mathematical concepts effectively, so an innovative and fun approach is needed. Mini-game pocket books offer an interactive and motivating learning method, combining educational games with academic concepts. This study uses the systematic literature review (SLR) method by analyzing scientific articles published in the last five years from national journals and books. The analysis process is carried out descriptively to identify research patterns, the effectiveness of learning media, and their impact on student learning outcomes. The results of the study are expected to show that mini-game pocket books are able to improve students' conceptual understanding, learning motivation, and critical thinking skills. These findings also provide insight for teachers and researchers in developing more effective and interesting learning strategies at the elementary school level.

This study explores efforts to improve literacy and numeracy through collaboration between teachers and students in the Teaching Campus Program at SD Negeri 03 Geragahan. Literacy and numeracy are essential skills in primary education, but many schools in remote areas still face challenges in achieving expected standards. The study aims to identify and evaluate the effectiveness of this program. The research method used is descriptive qualitative with a case study design. Data were collected through observation, interviews, and documentation, and then analyzed using thematic analysis. The results show that the Teaching Campus Program has a significant positive impact on improving students' literacy and numeracy. There was an increase in reading ability, reading comprehension, reading interest, arithmetic ability, understanding of mathematical concepts, and interest in learning mathematics. The implications of this research highlight the importance of support and commitment from all parties involved in the program to ensure its sustainability and success. This research makes a significant contribution to efforts to improve the quality of education in remote areas and can serve as a reference for similar programs in the future.

This project involves the development of audiovisual learning media using the Geogebra Classic program, which specifically focuses on building materials for Class V at SDN 105380. This study is based on the inadequate use of technology by educators, especially in the application of learning media for teaching mathematics. To improve the teaching of mathematics using building materials, audiovisual learning media using the Geogebra Classic 5 program was created to diversify math learning resources and increase student engagement in math classes. This study uses ADDIE paradigm. This Model represents analysis, design, development, implementation, and evaluation. This study involved a cohort of 32 students from Class V SDN 105380. This research instrument uses questionnaires that include validation questionnaires for two experts, instructor effectiveness questionnaires, and student effectiveness questionnaires. The findings of this study indicate the creation of appropriate resources for the learning process, achieving an average value of 80% in the very feasible category according to the material validator, and a value of 88% in the very feasible category according to the media validator. The efficacy of Learning media resulted in scores of 93% for teacher responses and 87% for student responses, indicating that the criteria for Learning media are very successful. Based on these results, it can be concluded that the audio-visual learning media assisted by the geogebra application has been declared very feasible and effective.

This study was aimed to describe: (1) the effectiveness of learning with a blended learning model using scientific (2) the effectiveness of scientific approach; and (3) the difference in the effectiveness of learning with a blended learning model using scientific approach and learning using scientific approach in terms of critical thinking, and learning independence of mathematics students in high school. The research type is quasi-experiment. The population was all 11th grade students of SMA in semester II of 2024/2025. The sample was established randomly consisting of class XI MIA 2 as the experiment class and XI MIA 1 as the control class. The data collection method uses research instruments in the form of a Learning Independence Test of 15 multiple choice questions, a Critical Thinking Test of 4 descriptive questions, and a Learning Independence Questionnaire of 20 statement, administered as pretests and posttests. To assess the effectiveness of blended learning with a scientific approach and the scientific approach alone, a one-sample mean vector test was conducted, followed by a one-sample t-test. Differences in effectiveness were analyzed using an independent two-sample mean vector test (T² Hotelling). If analysis revealed significant differences between the two classes, an independent sample t-test for comparison was conducted. The results showed that: (1) learning with blended learning model using scientific approach is effective in terms of critical thinking, and independence of learning mathematics of high school students; (2) learning using scientific approach is effective in terms of critical thinking, and independence of learning mathematics of high school students; and (3) learning with blended learning model using scientific approach is more effective than learning using scientific approach in terms of critical thinking, and independence of learning mathematics of high school students.

Mathematics is one of the main skills taught from elementary school to college, playing a role in developing critical and logical thinking patterns of students. However, many elementary school students have difficulty understanding mathematical concepts, especially spatial figures, due to the lack of supporting learning media. This study aims to explore the effectiveness of using Trimatra (three-dimensional) media in mathematics learning in elementary schools. Trimatra media, such as three-dimensional models of spatial figures, allows students to visualize and understand the characteristics and relationships between spatial figures in a concrete manner. The results of the literature study show that Trimatra media not only increases students' knowledge of mathematical concepts, but also motivates students to be actively involved in learning, increases critical thinking skills, and overall learning outcomes.  

The purpose of this study was to analyze the validity of the design of the development of learning video media with an open-ended approach to improve the learning outcomes of 6th-grade elementary school students in Mlonggo District. This study applies the research and development method, which is commonly known as R&D (Research and Development). Products development uses the ADDIE model which is structured into five stages including (1) analysis, (2) design, (3) development, implementation, and (5) evaluation. Data collection through filling out the validity questionnaire. This data source includes participation from data validators with an analysis process that includes the accumulation of overall scores. Data analysis uses descriptive qualitative tests. The results of this development research are learning video media with an open-ended approach which is stated to be very feasible by media experts with an average of 90%, and material experts with 92%. So, it can be concluded that learning video media with an open-ended approach is valid and feasible to be used to improve student learning outcomes