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Learning outcomes are a series of skills, knowledge, attitudes and values ​​obtained by students in their thinking process during learning activities. This research aims to improve the learning outcomes of class X-4 students on opportunity material by applying the problem based learning model assisted by wordwall media. To see an increase in learning outcomes, classroom action research was carried out for two cycles using the method of observation and analysis of test results with research instruments in the form of pretest posttest questions in the 2023/2024 academic year. The subjects of this classroom action research were 34 students from class X-4 at SMA Negeri 9 Surabaya. The research results showed a consistent increase in learning outcomes over two cycles in the opportunity material. Before the action was taken there were 18 students who had not reached the KKM and only 16 students had completed it so the percentage of completion was 47.05% with an average learning outcome of 67.76. In the first cycle, the number of students who completed their learning outcomes reaching the KKM increased to 28 with a completion percentage of 82.35% and an average learning outcome of 78.23. In cycle II, the number of students whose learning outcomes achieved the KKM consistently increased so that there were 31 with a completion percentage of 91.17% and an average learning outcome of 89.54.

This study began with the problem of low Mathematics learning outcomes of class X-5 students of SMA Negeri 9 Surabaya, which were below the Minimum Completion Criteria (KKM) of 75. This study aims to improve the Mathematics learning outcomes of class X-5 students of SMA Negeri 9 Surabaya. This study is a classroom action research (PTK) conducted in two cycles in the 2023/2024 academic year with 37 students. The data collection method in this study used observation techniques. The instruments used were pretest and posttest questions. The results of the analysis showed that the application of the problem based learning (PBL) learning model succeeded in improving students' Mathematics learning outcomes in statistics material. Student learning outcomes increased from the pre-cycle to cycle I and to cycle II. Before the action, only 10 students achieved KKM with a classical completion percentage of 27.02%. In cycle I, the number of students achieving KKM increased to 26 with a classical completion percentage of 70.27%. In cycle II, the number of students achieving KKM increased again to 31 with a classical completion percentage of 88.57%.  

The success of the learning process is highly desired in school education. One of the key factors in achieving success is the teacher's selection of appropriate methods for delivering the lesson material in class, which contributes to students' learning outcomes. In mathematics instruction, particularly on the topic of Statistics in class X-7 at SMA Negeri 9 Surabaya, the results have been unsatisfactory, with an average score of 59 for the 2023/2024 academic year. Therefore, improvement is needed through the implementation of the Team Assisted Individualization (TAI) cooperative learning model. The subjects of this study are students of class X-7 at SMA Negeri 9 Surabaya for the 2023/2024 academic year, consisting of 36 students. This study involves a mathematics teacher and an observer. The data collection tools used include formative tests, observation sheets for the teacher, students, and group discussion activities, as well as reflection questionnaires on the learning process. Based on the research findings, it can be concluded that the application of the TAI cooperative learning model can improve the learning outcomes of class X-7 students at SMA Negeri 9 Surabaya on the topic of Statistics. This study is expected to encourage teachers to implement the TAI cooperative learning model in Statistics to enhance students' learning outcomes in Mathematics.

This study was conducted by looking at the low learning outcomes of class X-2 students at SMA Negeri 9 Surabaya in the previous material, namely SPLTV. This study was conducted with the aim of improving students' mathematics learning outcomes in the quadratic equation material by implementing a cooperative learning model of the team games tournament (TGT) type using the help of wordwall. This study is included in classroom action research which is carried out in two cycles. The subjects of the study used were 36 class X-2 students at SMA Negeri 9 Surabaya. The research data were obtained through pretest, observation, and posttest. The analysis data from the pretest and posttest results were in the form of quantitative data which would be used to determine the increase in student learning outcomes. While the analysis data from the observation results in the form of qualitative data were used as a guideline to improve and perfect learning activities from cycle I to cycle II. Based on the results of the study that has been carried out, it shows that implementing a cooperative learning model of the team games tournament (TGT) type using the help of wordwall on the quadratic equation material can improve the learning outcomes of class X-2 students at SMA Negeri 9 Surabaya. The classical completeness of the pretest cycle I was 44.4%. After the implementation of the TGT type cooperative learning model, there was an increase to 77.8% in the posttest of cycle I. In cycle II, it increased again to 94.6% with a classical completion target of 85%.

This study aimed to enhance the mathematics learning interest of 10th-grade students at SMA Negeri 21 Surabaya through the implementation of peer tutoring with a Problem-Based Learning model in statistics. The background of this research is the low learning interest of students, particularly in mathematics. This study employs a Classroom Action Research (CAR) method, consisting of two cycles. Data was collected through observation, interviews, and tests. The results of the study showed that the application of peer tutoring in the Problem-Based Learning model can improve the learning interest and critical thinking skills of 10th-grade students at SMA Negeri 21 Surabaya in statistics. This can be seen from the improvement in observation results, interviews, and test scores. Students' learning activities and critical thinking skills increased with a higher average percentage in the second cycle compared to the first cycle. The peer tutoring method with the Problem-Based Learning model enables students to learn from and help each other, thus increasing their motivation and engagement in learning. Additionally, this method helps students develop their interpersonal and communication skills.

This research aims to describe the improvement in learning outcomes in spatial volume material using the TARL approach for class IV students at SDN 01 Kanigoro. This research was carried out using a type of Classroom Action Research (PTK) which was carried out in 2 cycles which aimed to determine the increase in the completeness of student learning outcomes through the TARL learning approach. The research subjects were 12 class IV students at SDN 01 Kanigoro. The research results show an increase in student learning outcomes in mathematics subjects using the TARL approach at SDN 01 Kanigoro. Based on the results of pre-cycle action activities, there were 3 students who completed and 9 students who did not complete. In the first cycle, there were 7 students who completed and 5 students who did not complete. while in the second cycle there were 11 students who completed it and 1 student who did not complete it. In conclusion, by using the TARL approach, student learning outcomes in class can improve.  

This research aims to describe the improvement in learning outcomes in spatial volume material using the TARL approach for class IV students at SDN 01 Kanigoro. This research was carried out using a type of Classroom Action Research (PTK) which was carried out in 2 cycles which aimed to determine the increase in the completeness of student learning outcomes through the TARL learning approach. The research subjects were 12 class IV students at SDN 01 Kanigoro. The research results show an increase in student learning outcomes in mathematics subjects using the TARL approach at SDN 01 Kanigoro. Based on the results of pre-cycle action activities, there were 3 students who completed and 9 students who did not complete. In the first cycle, there were 7 students who completed and 5 students who did not complete. while in the second cycle there were 11 students who completed it and 1 student who did not complete it. In conclusion, by using the TARL approach, student learning outcomes in class can improve.

This study aims to determine the pattern of educational interaction that occurs between teachers and students, and how the impact and factors that influence the mathematics learning process. The pattern of educational interaction is a process of teaching and learning interaction activities carried out by teachers and students in the classroom in order to influence the course of the learning process to achieve certain goals. This study uses a qualitative descriptive method. The subjects of the study were mathematics teachers and students of grade IX of SMP N 3 Nusawungu and students of grade VIII of SMP PGRI 18 Cimanggu. In determining the research subjects in this study, a purposive sampling technique was used, namely a technique for taking samples of data sources with certain considerations. Data collection techniques used observation sheets, interview guidelines, and field notes. The data analysis used was a qualitative descriptive data analysis based on Flanders' analysis theory. The results of this study are that educational interactions that occur in mathematics learning produce 3 interaction patterns, namely teacher-centered interaction patterns, student-centered interaction patterns, and balanced teacher-student interaction patterns. Interaction patterns will have many impacts on the learning process such as discussions between students, questions and answers between teachers and students, noise and silence. The impact will appear according to the teaching method used by the teacher, as well as factors that influence the learning process such as student attitudes, motivation, and learning approaches used.    

This study investigates the relationship between mathematics self-efficacy and problem-solving ability, exploring the role of the Jigsaw cooperative learning model in enhancing both factors. Self-efficacy, defined as students' belief in their ability to successfully perform mathematical tasks, has been shown to significantly impact students' problem-solving capabilities. The research focuses on understanding how this belief influences academic performance and how the Jigsaw model, which fosters collaborative learning, affects students’ self-efficacy and problem-solving skills. A survey-based research design was employed, with participants consisting of university students enrolled in mathematics courses. Data collection involved administering a self-efficacy scale to assess students' confidence in solving mathematical problems and a problem-solving test to evaluate their abilities. Path analysis was used to determine the relationship between self-efficacy and problem-solving skills, and the effect of the Jigsaw model was evaluated by comparing pre- and post-test scores between the experimental and control groups. The results revealed a strong positive relationship between self-efficacy and problem-solving ability (β = 0.45). Additionally, the Jigsaw model significantly enhanced this relationship, improving both students' self-efficacy and problem-solving performance. These findings highlight the importance of fostering self-efficacy in mathematics education and the effectiveness of the Jigsaw cooperative learning model in achieving this goal. The study provides valuable insights into improving teaching strategies in mathematics, particularly for subjects requiring critical thinking and problem-solving skills, by promoting a more interactive and supportive learning environment.

This study aims to implement the cooperative learning model of Team Games Tournament (TGT) to improve students' understanding of mathematical concepts on fractions at SDN 07 Tilamuta. The research method used is classroom action research (CAR) with two cycles, each consisting of planning, implementation, observation, and reflection. The subjects of this study were 30 fifth-grade students. The results indicate that the application of the TGT learning model can enhance students' understanding of mathematical concepts. This is evidenced by the increase in the average test scores of concept understanding in each cycle. In the first cycle, the average student score was 65, which increased to 80 in the second cycle. Furthermore, students' learning activities also improved, marked by their active participation in group discussions and game tournaments. In conclusion, the implementation of the TGT cooperative learning model is effective in improving students' understanding of mathematical concepts on fractions at SDN 07 Tilamuta. It is recommended that teachers consider using this learning model in teaching mathematics for other topics as well.

Courses are a place for study material that must be studied by students and must be delivered by a lecturer. Courses are an important element in the smallest unit of student learning transactions, which are served by educational institutions to measure their achievement index. The course achievement index is seen based on the value intervals set by the educational institution. Udayana University is one of the educational institutions in Indonesia and is famous in Bali for one of its study programs, namely the mathematics study program which is within the scope of the Faculty of Mathematics and Natural Sciences. The Udayana University Mathematics Study Program has 8 assessment letter scales, namely A, B+, B, C+, C, D+, D, E with the provision that the achievement index for each course is above the letter scale C. One of the purposes of having an achievement index is that it can be used in determine the taking of prerequisite courses for other courses.

The Active Learning method is active learning. Most practitioners and observers refer to it as a learning by doing strategy. The approach views learning as a process of building understanding through experience and information. With this approach, learners' unique perceptions, knowledge and feelings influence the learning process. The problems in this study are (1) How is student interest in learning in the application of the Active Learning learning model using smart wheel games multiplication material of class III mathematics lessons SDIT Baitul Ilmi (2) Whether the application of the Active Learning learning model using smart wheel games can increase student interest in learning multiplication material of class III mathematics lessons SDIT Baitul Ilmi. This research includes Classroom Action Research (PTK) conducted in two cycles using quantitative analysis and qualitative analysis methods.  Each cycle consists of four stages, namely design, implementation, observation, and reflection. The subjects of this study were third grade students of SDIT Baitul Ilmi, totalling 33 students. The research data was obtained using teacher and student observation sheets and student learning interest test results, then the data was analysed using the percentage formula. The results obtained are (1) teacher activity in cycle I using the Active Learning model from 87.50% to 93.75% in cycle II, (2) student activity in cycle I using the Active Learning model 54.64% to 85.17% and, (3) the results of student learning interest in Mathematics subjects cycle I using Active Learning 32.25% to 83.87% in cycle II. This shows that the results of students' confidence in Mathematics subjects using the Active Learning model show very positive results. Based on the results of this study, it can increase students' interest in learning to be more active and the teacher's ability to improve for the better. 

The Active Learning method is active learning. Most practitioners and observers refer to it as a learning by doing strategy. The approach views learning as a process of building understanding through experience and information. With this approach, learners' unique perceptions, knowledge and feelings influence the learning process. The problems in this study are (1) How is student interest in learning in the application of the Active Learning learning model using smart wheel games multiplication material of class III mathematics lessons SDIT Baitul Ilmi (2) Whether the application of the Active Learning learning model using smart wheel games can increase student interest in learning multiplication material of class III mathematics lessons SDIT Baitul Ilmi. This research includes Classroom Action Research (PTK) conducted in two cycles using quantitative analysis and qualitative analysis methods.  Each cycle consists of four stages, namely design, implementation, observation, and reflection. The subjects of this study were third grade students of SDIT Baitul Ilmi, totalling 33 students. The research data was obtained using teacher and student observation sheets and student learning interest test results, then the data was analysed using the percentage formula. The results obtained are (1) teacher activity in cycle I using the Active Learning model from 87.50% to 93.75% in cycle II, (2) student activity in cycle I using the Active Learning model 54.64% to 85.17% and, (3) the results of student learning interest in Mathematics subjects cycle I using Active Learning 32.25% to 83.87% in cycle II. This shows that the results of students' confidence in Mathematics subjects using the Active Learning model show very positive results. Based on the results of this study, it can increase students' interest in learning to be more active and the teacher's ability to improve for the better. 

Disciplinary character is an attitude and feeling of being obedient and obedient to values ​​that are believed to be one's responsibility. Therefore, teachers try to develop students' disciplined character, one of which is by applying the role-playing method. This research aims to develop students' disciplined character through role-playing methods on Pancasila values. This researcher uses a qualitative method with the Classroom Action Research (PTK) type, which consists of 2 cycles and each cycle has 2 meetings. The data collection techniques are through observation, interviews and documentation. The research results obtained from the application of the role playing method in PPKN subjects on Pancasila values ​​for teachers in cycle I increased from 75.5% to cycle II 88.75%. The application of the role playing method in PPKN subjects regarding Pancasila values ​​to students in cycle I was 67.5% and cycle II was 93.75%. Meanwhile, student learning outcomes in the mathematics subject material flat shapes after implementing the picture and picture model increased with the average score in cycle I being 65% and cycle II being 85%.

Disciplinary character is an attitude and feeling of being obedient and obedient to values ​​that are believed to be one's responsibility. Therefore, teachers try to develop students' disciplined character, one of which is by applying the role-playing method. This research aims to develop students' disciplined character through role-playing methods on Pancasila values. This researcher uses a qualitative method with the Classroom Action Research (PTK) type, which consists of 2 cycles and each cycle has 2 meetings. The data collection techniques are through observation, interviews and documentation. The research results obtained from the application of the role playing method in PPKN subjects on Pancasila values ​​for teachers in cycle I increased from 75.5% to cycle II 88.75%. The application of the role playing method in PPKN subjects regarding Pancasila values ​​to students in cycle I was 67.5% and cycle II was 93.75%. Meanwhile, student learning outcomes in the mathematics subject material flat shapes after implementing the picture and picture model increased with the average score in cycle I being 65% and cycle II being 85%.

According to academic data, student math ability tests at MTSS PAB 5 Klambir Lima yield mixed results. There are students who understand math well, but there are also those who have difficulty understanding the mathematical concepts themselves. Math teachers at this school have difficulty designing lessons that can meet the needs of students with different levels of understanding. So, it is necessary to group student data to produce educational decision-making and improve learning effectiveness, such as through data mining. Data mining is a semi-automated process that uses machine learning techniques, mathematics, statistics, and artificial intelligence to identify and organize information contained in large databases. The process of finding information can be done by determining the decision rule based based on the level of student understanding in mathematics lessons using the Decision Tree Algorithm C4.5 method. The use of the Decision Tree algorithm C4.5 aims to make it easier to determine decision rules based on gender, Predicate, teacher teaching methods, student learning interest, and level of understanding. Based on the results of the study, it was found that if the teacher's teaching method is good, the predicate value is B, the student's learning interest is less interested, and the gender is male, then the student's level of understanding in mathematics lessons is not understood.

One effort to improve elementary school students' arithmetic (numeracy) skills is to use learning media in the form of an abacus. The abacus, also known as mental arithmetic, is a medium for developing thinking and calculating abilities in mathematics and is able to balance the abilities of the right and left brain. Therefore, SD 01 Ulak Karang teachers need to improve their skills in using the abacus, so that these skills can be mastered and provided to students well. The method of this activity includes basic level abacus training, namely (1) introducing body posture when using an abacus, (2) introducing the rules and how to operate/move the abacus beads, (3) introducing number notations represented by one or a group of abacus beads.  (4) introduce the technique of calculating addition and subtraction using an abacus and practice questions. Based on the results of this activity, the teachers at SDN 01 Ulak Karang Selatan are familiar with the technique of calculating with an abacus and can use the abacus to carry out addition and subtraction operations correctly and quickly. The teachers were very enthusiastic about being able to master all the techniques and calculation operations with the abacus.

The abacus is a traditional calculating tool from Southeast Asia such as China, Korea, Taiwan and Japan. According to Chen (2009), it is said that the abacus existed in Babylonia and China around 2400 BC and 300 BC. In education in Indonesia in the 1990s the abacus began to enter the form of arithmetic courses, after 700 years of disappearance. The impact of the abacus is amazing, a kindergarten child who masters mathematics can calculate faster than a calculator. The abacus succeeded in attracting the attention of mothers with small children, who then enrolled their children in abacus arithmetic courses. This program is very appropriate for children aged kindergarten to elementary school. The conditions that occurred in RW 01, Gedong Village, the proposing team found that there were still many children who had difficulty using addition, subtraction operations, or using the abacus. Parents don't even understand how to use the abacus in calculating. Maybe this is because there are no parents to teach their children, because the majority of children in RW 01 are from the lower middle class. To overcome the problems mentioned above, the solution offered in this community service is to provide socialization on abacus arithmetic media to parents of children in the RW 01 Gedong Village environment, in order to optimize children's potential, including: increasing the ability to calculate faster, balancing the use of left and right brain and optimizing it to achieve a level of analytical thinking and correct analytical thinking, training concentration thinking power, helping children to master other subjects, developing imagination so that children's creativity develops, and getting used to numbers makes children not I'm afraid of exact lessons

Most children are very unenthusiastic about learning mathematics. This service is carried out so that the children of the GMIT Logos Kilakawa Congregation are motivated so that the children are more enthusiastic in learning mathematics so that they are no longer afraid of mathematics and they don't even experience difficulties. The methods used are tutoring and playing. The result of this activity is that the children are very enthusiastic and want to learn more about mathematics.

The influence of early mathematics learning and learning motivation on student learning outcomes is very significant [1]. Students' numeracy literacy skills need to be supported by the ability to learn mathematics as early as possible. Advanced mathematics learning needs to be supported by good arithmetic skills. Every learning process is expected to produce good learning outcomes. Conventional mathematics learning is difficult for low-level students to understand. Guidebooks that are in accordance with the learning curriculum tend to present mathematical concepts that are textual. In order for mathematics learning to be more interesting for students, it is necessary to develop learning media that are easily accessible to students and educators. One application that can be used is interactive Powerpoint [2]. In this community service, a learning media about arithmetic was developed that underlies every logic of calculation in advanced mathematics. Assistance was given to students in grade III of elementary school, with the pretest method, presentation of material using interactive Powerpoint media, and posttest. The validation test of the learning media was carried out by educators by providing an average test result of 84.36%. The results of this community service state that arithmetic learning media using interactive Powerpoint can be used in grade III of elementary school.